An overview of the LDC framework. Adapted from SREB training materials.

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Literacy Design Collaborative Quick
Overview
*Modified from the TCTW Leaders Forum 2014 Presentation presented by Debbie Hall

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The Literacy Design
Collaborative

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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
CCSS and to promote collaboration
• To help teachers personalize learning so
that every student can master the CCSS
• To ensure that all students can be college
and career ready

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Assignments Matter
An assignment involves what effective
teachers do—engaging students in complex
thinking and skills using appropriate and
focused instruction.
Eleanor Dougherty
Dougherty, Eleanor, Assignments Matter. ASCD 2012

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What is an “assignment”?
A quality assignment is the hallmark of
effective instruction and does these things:
•Includes a prompt, rubric and
product
•Creates a context for learning
and thinking
•Aligns to standards
•Focuses on instruction
•Guides practice
•Provides closure
•Puts the “ing” in “Teaching”
Eleanor Dougherty, Assignments Matter.

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Component 1: LDC Template
Task
A “fill-in-the-blank” sentence “shell” built off of the
reading and writing Common Core State Standards
that can be used to create an LDC Teaching Task.

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Component 1: LDC Template
Task

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Component 2: LDC Teaching
Task Defined
A “completed” template task in which teachers
include the content/issue to be addressed, specify
the text they will use to teach, and identify the
product to be produced by students. A full teaching
task also includes background information that
introduces students to the assignment and an
optional “extension” in which the students exhibit or
present their product publicly.

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LDC Teaching Task vs.
Traditional Writing Prompt
Access the Kahoot to play along!
Keep this in mind for each prompt:
 Which one is more rigorous?
 Which one is more engaging?

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LDC Teaching Task vs.
Traditional Writing Prompt
How does Chopin use character
development to shape themes for
larger political and social
commentary? After reading "The
Awakening", "The Story of an
Hour", "Desiree's Child" and "The
Storm", write article in which you
analyze character development
specifically in relation to other
characters in the text and
generally in relation to social and
political context , providing
examples to clarify your analysis.
Kate Chopin’s “The Story of an
Hour” is about a woman who
receives some shocking news.
Read the story. Then write an
essay discussing Mrs. Mallard’s
conflict in the story and how she
deals with the conflict. Be sure to
include examples and details from
the story to support your ideas.

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LDC Teaching Task vs.
Traditional Writing Prompt
After researching essays and
articles on existentialism,
write essay in which you
define existentialism and
explain its impact on Franz
Kafka's work "The
Metamorphosis". Support your
discussion with evidence from
your research.
From the beginning of “The Metamorphosis”,
Gregor is portrayed as a somewhat pathetic
character. He works hard for his family in a job
that he hates, and receives little, if any,
recognition for his efforts. He wants the best
for his family members, and he wants
desperately to be loved by them. When Gregor
turns into a cockroach, he is unable to live with
the fact that his family will never love him and
will always ostracize him. Unfortunately,
Gregor does not experience a profound
transformation of his character in the same
way that he experiences a transformation of
his physical body. Although he recognizes that
his family will never embrace him, he has
difficulty living with this fact. Your discussion
should include some exploration of "The
Metamorphosis" as an allegory about what it
means to be human and the relationship of the
individual to the world.

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LDC Teaching Task vs.
Traditional Writing Prompt
Mark Twain’s story “The
Celebrated Jumping Frog of
Calaveras County”, utilizes satire
to engage the reader. What
effect does the usage of satire
have on presented ideas and
characters? Express your
findings in a completed essay.
Is Mark Twain's story of a
jumping frog satire or only
humorous? After reading ”The
Celebrated Jumping Frog of
Calaveras County”,
write essay in which you
discuss "satire" and
"humor" and evaluate whether
Twain's writing was satire or
humor. Support your position
with evidence from the text(s).

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LDC Teaching Task vs.
Traditional Writing Prompt
How does Sarah Vowell use
rhetorical elements in the essay
"Shooting Dad," and how does
the use of these elements create
a specific effect? After
reading selected texts, write an
essay in which you analyze the
author's rhetorical strategies to
answer these questions,
providing examples to clarify your
analysis.
In the essay “Shooting Dad”,
Sarah Vowell uses rehetorical
elements to build the structure
of the text. What are some of
the effects created by the use
of these elements within the
text? Write an essay in which
you discuss these rhetorical
elements.

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LDC Teaching Task vs.
Traditional Writing Prompt
Do you consider Hester to be a
strong female character? Or, to
put it in another way, is The
Scarlet Letter a feminist novel?
You will need to provide, first,
your own definition of the term
“feminist” before you move on to
your argument about the topic.
Is Hester Prynne a virtuous
woman? After reading The
Scarlet Letter, write an essay in
which you discuss Hester
Prynne's character
attributes and evaluate her
virtues in connection with
Proverbs 31. Support your
position with evidence from the
text(s).

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And the
winner is…?

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What are the three types
of writing tasks?
1. Argumentation (10)
2. Informational/explanatory (15)
3. Narrative (4)

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Intention is Everything!
Argumentation/Analysis Information/Explanation
Intention Task Intention Task
Analysis 1, 2 Definition 11, 12
Comparison 3, 4 Description 13, 14
Evaluation 5, 6 Procedural-Sequential 15, 16, 17
Problem-Solution 7, 8 Synthesis 18, 19
Cause-Effect 9, 10 Analysis 20, 21
Comparison 22, 23
Cause-Effect 24, 25

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[Insert critical focus question] After reading ________
(literature or informational texts), write ________ (an
essay or substitute) in which you address the question
and argue_______(content). Support your position with
evidence from the text(s).
Task 2—Argumentation/Analysis

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LDC across
the curriculum

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Family and Consumer Science
Should the government regulate the content of
restaurant menus? After reading federal
regulations, Chapter 10 of FOOD FIGHT, and
teacher-selected news articles and blogs, write
an editorial that addresses the question and
support your position with evidence from the
texts.

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Agriculture
How involved should the government be in
workplace safety? After reading the provided
articles, write an argumentative essay that
addresses the question and support your
position with evidence from the texts.

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Are children active or passive in their cognitive
development? After reading multiple text selections, charts,
and scholarly articles, write a parent newsletter article in
which you address the question and argue your opinion.
Support your position with evidence from the texts.
Child Care Education
Grades10-12, Task 2

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Should a job applicant be refused employment
based on visible body decorations? After reading
teacher-selected articles, write an
essay in which you address the
question and argue whether hiring
should be based on personal
appearance. Support your position
with evidence from the texts.
Career Development
Grades11-12, Task 2

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How do economics, ecology and law affect the
installation of Ground Fault Circuit Interrupters? After
reading NNCER Chapter 8, groundfault
circuitsafetyathome.com, and GFCI in the
National Electrical Code, write a research
paper in which you describe how these
things have affected the installation
of GFCIs. Support your discussion with
evidence from the texts.
Electrical Careers
Grade 11, Task 14

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During your initial diagnosis of a vehicle’s engine
performance concern, which is a more effective
diagnostic strategy: using computerized test
equipment or using mechanical testing tools? After
reading the assigned article and chapters
in the textbook, write a position paper
in which you discuss the two
types of testing and evaluate which
is more effective. Support your position
with evidence from the texts.
Automotive Repair Technology
Grade 12, Task 6

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A Complete Example

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What does LDC look like?
LDC Framework 10-17-11

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Modules
Modules wrap a teaching plan around the task.
Courses
Modules
Tasks
• New courses
• Existing
courses
Courses

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What are the LDC tools?
• The bank of 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
LDC Framework 10-17-11

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Utilizing Core Tools: Search
and Find
Courses• Access the website: https://coretools.ldc.org
• Create a username to access the provided tools.
• Search for an available module
• Search for available mini-tasks

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Utilizing Core Tools: Creating
Modules
Courses• Click on the red box titled: “Create Curriculum”
• Take a moment to practice creating a module using a
“prototype”
• Next, look at the tools for creating a module using the
“blank” function”.
• Consider the prototype as using a “template”, while the
“blank” option allows full flexibility in instructor choice.

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Success Stories
 Click the Results tab on the main LDC website and access “Success
Stories”. Next, based on your number, read the corresponding
success article. Afterwards, discuss with your group your personal
take on their story. Finally, note one lingering question (criticism)
you and your group may have.
› Group 1: Blending LDC Tools with Content Instruction Becomes
Second Nature, Sean Houseknecht
› Group 2: Hooked on LDC, Marcus Watson
› Group 3: Focusing on Outcomes: Advice From an LDC Expert
Educator, Nancy Gardner
› Group 4: How Two New York City Principals Balance Common
Core With Statewide Tests, Patrick Mcgillicuddy and Kate
Callaghan
32

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LDC in my school
Courses
• Quickly Review the Success Article: Teaching Teachers LDC,
Karen Harris
• Reflect on what we have covered regarding the LDC model and
LDC coretools.
• Share your response to the padlet wall by noting the following:
• What is one way the LDC model, full modules or mini-tasks,
work to improve literacy within the schools I currently serve?
• What is a potential barrier that I may face in sharing the LDC
model?
• What value, if any, do you think the LDC model provides for
English Language Arts teachers specifically?
• How can the LDC model potentially impact student performance
on state exams.
• Padlet Wall: http://padlet.com/dolewis20041/LDCReflect

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More LDC
Courses
 Please access the additional LDC tools in this
presentation.
 Peruse the LDC.org website which includes a wealth of
information, including “ready-made” resources for
teaching others about the LDC framework.
 See the Administrator tools posted on the wiki to
examine methods for introducing LDC in your schools.
 A list of electronic resources was provided during the
LDC conference. See the “Jog the Web” link.
 Additional Slides in this presentation offer more
information!

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Information Sheet
Module
title:
Community Awareness
Module
description
(overview)
This unit sits inside a module in which students study how to identify the truth
about Organ and Tissue Donor Awareness (OTDA). The focus of the module is
to create awareness in school, at home and in the community. Students will
learn the truth about OTDA. They will learn about myths versus facts. Students
will draw on primary and secondary sources to write an argumentative essay.
Template
task
(include
number,
type, level):
[Insert critical focus question] After reading ________(literature or informational
texts), write ________ (an essay or substitute) in which you address the question
and argue_______(content). Support your position with evidence from the
text(s).
Teaching
task:
Would you be an organ and tissue donor? After reading informational texts on
OTDA and visiting the OTDA website, write an essay in which you address the
question and argue either for or against organ and tissue donation. Support your
position with evidence from the text(s).
Course Health Information Management

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Teaching Task
Teaching
task:
Should the Barnes Foundation have brought its multi-billion dollar art teaching
collection to a new home on the Parkway? After reading all three articles from the
resource list, write a position paper that addresses the question and support your
position with evidence from the texts. Be sure to acknowledge competing views.
Give examples from past or current events or issues to illustrate and clarify your
position.
Reading
texts:
Nobody To Blame But Albert C. Barnes For The Barnes Foundation’s Moving
http://emsworth.wordpress.com/2010/03/24/the-barnes-foundations-moving-blame-
albert-c-barnes/
Philadelphia (finally) gets the Barnes Art Collection by Christopher Tkaczyk
http://features.blogs.fortune.cnn.com/2012/05/18/barnes-art-collection/
“The Art of the Steal, The Untold Story of the Barnes Foundation” 3page
handout PDF
Barnes Foundation Journal “Renoir at the Barnes” August16, 2010 posted in
Collections PDF
Back-
ground
In order to learn more about Barnes' work, students will read about the collection,
watch documentary films and take a trip to see the artwork.
Exten-
sion
Students will design an 8-sided folded promotional brochure that promotes “The
Barnes Foundation” its breadth and intentionality. Students will take a field trip to
view the Barnes collection, write their reflections on the experience and share those
reflections with the class.
[dh1]Provide brief description

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“Hard-wired” Standards
NUM-
BER
ANCHOR STANDARDS FOR READING
1
Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the
text.
2
Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
4
Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or
tone.
10 Read and comprehend complex literary and informational texts independently and proficiently.
NUM-
BER
ANCHOR STANDARDS FOR WRITING
1
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
10
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audience.

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Standards
source:
Industry Standards, NOCTI Standards,
Common Core State Standards for Technical Subjects (RSTs, WHSTs)
NUMBER CONTENT STANDARDS
RST.
9-10.2
CC.3.5.
9-10B
Determine the central ideas or conclusions of a text; trace the text’s
explanation or depiction of a complex process, phenomenon, or concept;
provide an accurate summary of the text.
WHST.
9-10.4
CC.3.6.
9-10.C.
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
601
1.7.11.A.R
R11.A.1.3.1
R11.A.1.3.2
R11.A.2.5.1
Design, Layout and Production
Research the history of advertising design.
Content Standards/Tasks
From State or District

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What Skills?
SKILL DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1. Task
engagement
Ability to connect the task and new content to existing knowledge, skills,
experiences, interests, and concerns.
2. Task analysis Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS
1. Text
selection
Ability to identify appropriate texts.
2. Active
reading
Ability to identify the central point and main supporting elements of a text.
L2 Ability to identify and analyze the credibility and origin of sources.
L3 Ability to identify gaps or unanswered questions.
3. Essential
vocabulary
Ability to identify and master terms essential to understanding a text.
4. Academic
integrity
Ability to use and credit sources appropriately.
5. Note-taking Ability to select important facts and passages for use in one’s own writing.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging Ability to begin linking reading results to writing task.
SKILLS CLUSTER 4: WRITING PROCESS
1. Claim Ability to establish a claim and consolidate information relevant to task.
2. Planning Ability to develop a line of thought and text structure appropriate to an
informational/explanatory task.

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What Instruction?
PAC-
ING
SKILL AND
DEFINITION
PRODUCT AND
PROMPT
SCORING
(PRODUCT
“MEETS
EXPECTATIONS”
IF IT…)
INSTRUCTIONAL
STRATEGIES
SKILLS CLUSTER 1: PREPARING FOR THE TASK
20
min
1. Task
engagement
Ability to
connect the
task and new
content to
existing
knowledge,
skills,
experiences,
interests, and
concerns.
What directions
does the teacher
give the students?
Journal entry
Completed KWL
No scoring
What strategy does the
teacher choose?
•Small group discussion
•T Chart
•Brainstorm
•KWL
•Structured Overview
•Chalk Talk
•Think/Pair/Share
•Anticipation Guide

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What Skills? Clusters
SKILL DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
SKILLS CLUSTER 2: READING PROCESS
SKILLS CLUSTER 3: TRANSITION TO WRITING
SKILLS CLUSTER 4: WRITING PROCESS
SKILLS CLUSTER 5: AUTOMOTIVE I
4.F.1 (Ability to) Inspect tire condition; identify tire wear patterns; check and
adjust air pressure; determine necessary action. P-1
4.F.3 (Ability to) Rotate tires according to manufacturer’s recommendations. P-1

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What Instruction?
PACING SKILL AND
DEFINITION
MINI-TASKS INSTRUCTIONAL
STRATEGIESPRODUCT AND
PROMPT
SCORING
(PRODUCT
“MEETS
EXPECT.” IF
IT…)
SKILLS CLUSTER 1: PREPARING FOR THE TASK
30-40
min.
1. Task
engagement
Ability to
connect the
task and
new content
to existing
knowledge,
skills,
experiences,
interests,
and
concerns.
Prompt: Using your
Classification Flip
Book, define the
domains and
kingdoms for
organisms of your
choice and provide
examples of
organisms in each
group.
Completed
response to
prompt
 Review each student’s
response to ensure
she/he understands the
task. Ensure relevant
reading material is
selected or provided.
 Have students share
responses so that
students can hear/know
what each other is doing
and encourage them to
help each other when
appropriate.
 Discuss in detail the
task prompt, type of
writing and structure, the
product, and the rubric.

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Text Selection
SKILLS CLUSTER 2: READING PROCESS
20
min
1. Text
selection
Ability to
identify
appropriate
texts.
For each text,
create an MLA style
works cited entry.
One correct entry
for each text.
Direct instruction:
Provide a citation guide and
explain why each piece of
information is necessary.
Explain how to determine if
a source is credible.
Explain the importance of
finding information on both
sides of an issue.

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Materials and References
FOR TEACHERS FOR STUDENTS
List materials, videos, films, references,
guides, etc. that you used for lecture
materials or other information you
provided for students.
Attach PowerPoints you created.
Indicate that a Writer’s Workbook or some
variation is in the Appendix.
MATERIALS, REFERENCES, AND SUPPORTS

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Instructional Ladder Lite
Task Prompt________________________________________________
Course_________ Teacher_________
What Skills? What Instruction? What Assessment?
1. Task Engagement
(Get their attention)
2. Task Analysis
(Discuss prompt and rubric)
3. Text Selection
(Connect to text)
4. Active Reading
(Do the reading)
5. Essential Vocabulary
(Process new words)
6. Academic Integrity
(Give credit where it is due)
7. Note-taking
(Record info, cite sources)
8. Bridging
(Begin the writing process)
9. Claim
(Write thesis statement

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Standards Alignment
Course:_______________ Unit:___________ Teacher:________________
Content Standards
WHSTs
RSTs
Reading Materials

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Health Occupations: Medical Ethics
Task 2: Can allowing surrogate mothers to be paid for
their troubles allow poorer women to be oppressed? After
reading Chapter 6 in the Health Science Fundamentals
text and Cases in Medical Ethics: Student-Led
Discussions, write an essay that addresses the question
and support your position with evidence from the texts.
Be sure to acknowledge competing views.
This training made our team believe in the LDC process.
Lindsey Smetak, PA

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Automotive Repair Technology
Task 2: During your initial diagnosis of a vehicle’s engine
performance concern, which is a more effective
diagnostic strategy, using computerized test equipment or
using mechanical testing tools? After reading the
assigned article and chapters in the textbook, write a
position paper that addresses the question and support
you position with evidence from the texts. Be sure to
acknowledge competing views.
After the crying stopped, they began to build confidence
in their ability to read and write. Will Soleau, PA

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Precision Machining
Task 3: After researching materials on manually operated
and computer numerical controls write a position paper
that compares the two types of machines and argues
which has the most advantages. Be sure to support your
position with evidence from the texts.
Students were quite negative about writing an essay in
shop class, but they worked through it a little each day,
and I believe that their finished product came easier than
they expected. Rob Barclay, PA

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Cosmetology
Task 2: Should hair color products be tested on animals?
After reading Ch. 19: Hair Color in Malady Standard
Cosmetology and other teacher-selected articles, write an
essay that addresses the question and support your
position with evidence from the text. L2 Be sure to
acknowledge competing views. L3 Give examples from
past or current events or issues to illustrate and clarify
your position.
My biggest surprise so far has been that kids agree to the
work load. Ben Shaw, PA

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Digital Input Technologies
Task 2: As a consumer, which digital camera
(Canon/Olympus) would you recommend based on its
features and cost? After reading various articles and
consumer reports, write a consumer report that
addresses the question and support your position with
evidence from the texts. Be sure to acknowledge
competing views.
I was pleasantly surprised at the level of thinking my students
are capable of when they are not just regurgitating information
back to me. We were genuinely excited at what some of the
students produced and asked each other, “Did you read
that?!”
Shadaris Bradley, SC

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Advertising & Graphic Design
Task 11: After researching informational texts and
presentations on Art Deco, write the script for a
classroom presentation that defines Art Deco and
explains how it was expressed across the art forms of
architectural, industrial, graphic and fashion design in the
1920’s and 1930’s. Support your discussion with
evidence from your research.
The tasks made my students more willing to work through
a project than they were in the past. They realize that
writing is not instant. It takes work, but that’s okay.
Denise Powell, PA

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Vocational Agriculture
Should fracking be permitted in our state? After
researching articles on fracking, write a report that
describes the environmental and financial impact of
fracking. Support your discussion with evidence from
your research.
This training has caused me to think more about the way
I teach. Tim Mauk, PA

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Metal Working/Career Development
Task 13: After researching articles on the effects of visible
tattoos and piercings in the workplace, write a section of
an employment handbook that describes company policy
on visible body decorations. Support your discussion with
evidence from your research.
I feel more confident about explaining the importance of
literacy and how it connects in and out of the classroom
or shop. Skip Shope, PA

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LDC Lite
Questions?
Comments?
Contact lynda.jackson@sreb.org