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
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.”
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.
Now We Need to Move …
From blueprint…
…to action!
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
English
U.S./World History
Math
Science
PE/Health
Spanish
Elective (Fine Arts)
Elective (CTE)
Writing
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
Historically… a typical approach might be
HISTORICAL TIMELINE
READING & WRITING ACROSS THE CURRICULUM
LDC Offers a Different Choice!
So teachers don’t have to
“move from blueprint to action” alone.
What is 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 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
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What does LDC look like?
An example from New York City
http://medialockers.mediasilo.com/121292342832212110
username:crwviewer
password:2crwviewer95
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Guiding Questions for Video:
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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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How is LDC Different?
Common Instructional Practices
LDC Practices
Scanning for facts—who, what when, Reading and writing for deeper
where
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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What are the LDC tools?
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The bank of 29 reading/writing tasks
The module template
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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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A simple frame…
What are the three types
of writing tasks?
1. Argumentation
(Persuasive)
2. Informational/explanatory
3. Narrative
LDC Framework 10-17-11
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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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ELA
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.
Previous Writing
“Assignments”
LDC Writing Task
LDC 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.
Traditional Writing Prompt
LDC Writing Task
Career/Technical Task
LDC Task vs. Traditional Writing Prompt
Science
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.
Traditional Writing Prompt
LDC Writing Task
LDC Task vs. Traditional Writing Prompt
Social Studies
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?
Previous Writing
“Assignments”
LDC Writing Tasks
LDC Task vs. Traditional Writing Prompt
Tools in the form of templates
for standards-based reading and writing
assignments
An Example
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.
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.
Social Studies Teaching Task
(Argumentation/Analysis)
After researching academic articles
on _________,
censorship
write an _________that
argues your position
editorial
on ___________________.
Support your
the use of filters by
schools
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.
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?
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.
Developing Essential Questions
What is an essential question?
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Key Traits of Essential Question...
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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
Standard: Biology 9-12
3. Explain the cellular basis of life
3.1
3.2
3.3
3.4
Describe traits which distinguish living from nonliving things
Identify the cell as the basic unit of structure and function
Recognize that cells originate from other cells of like kind
Define biological terms used in identifying general cell
functions
3.5 Compare/contrast structure & function
3.6 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?
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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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Practitioners as co-designers…
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LDC Field Test Districts
 LDC State/Large District Initiatives
Emerging LDC Partner Networks and Individuals
Partners with expertise and networks…
ASCD
Aspen Institute
Battelle
Center for Inspired Teaching
CRESST
ConnectEd
Intermediate Unit 13/Lancaster-Lebanon, PA
Jobs for the Future
Measured Progress
MetaMetrics
National Paideia Center
National Writing Project
New Tech Network
New Visions for Public Schools
Research for Action
SCALE: Stanford Center for Assessment. Learning and Equity
Southern Regional Education Board
WestED
The Literacy Design
Collaborative …
A humble beginning with a
“scrappy” team of practitioners
Imagine the Possibilities!
THANK YOU!
For further info:
cory.duty@sreb.org scott.warren@sreb.org
rgvizcaino@hotmail.com
www. mygroupgenius.org
or the up-coming site:
www.literacydesigncollaborative.org