A framework to move from common core to
classroom practice
Introduction to LDC
Louisiana Teachers - Reach Associates
Teachers Session 1 of 3
1
Overview of the Sessions
2
Opportunities and Commitments
3
Outcomes
• Understand how the LDC Framework is a strategy to
bring the Common Core State Standards (CCSS) into
classroom practice
• Know the components of the LDC Framework and its
function within the LDC system
• Choose an LDC Template Task to create a Teaching
Task
• Begin to write an argumentative or informational
module for your Teaching Task
• Explore supports for writing and implementing LDC
4
Norms
• What are some working agreements
you feel would help to make today
successful?
5
Overview of the LDC Framework
6
A Look at LDC in the
Classroom
Literacy Matters Video
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What Task?
- Section 1
The Core of the LDC Framework
Why the emphasis on tasks?
“What was different in the four classrooms was what
students were actually being asked to do, and the
degree to which the teacher was able to engage students
in the work by scaffolding their learning up to the
complexity of the task she was asking them to do.”
– Richard Elmore
Rounds in Education. lizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel
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The CCSS are Hard Wired into the Template Tasks
Task 2 Template (Argumentation/Analysis): [Insert question] After reading
________ (literature or informational texts), write a/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.
Task 14 Template: (Informational/Description) [Insert question] After
reading ________ (literature or informational texts), write ________ (essay,
report, or substitutes) that describes ________ (content) and addresses the
question. Support your discussion with evidence from the text(s).
Elementary Task 6: (Informational or Explanatory/Describe) [Insert
optional question] After reading ___________ (literary or informational
text/s), write a/an __________ (product) in which you describe __________
(content). Give ____ (an, several, or #) example/s from ____ (text/s) to
support your discussion.
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Template Task Collection
The “Template Task Collection” is organized by…
• Writing Type: Argumentation, Informational/Explanatory,
Narrative
• Text Structure: Definition, Description, Analysis, ProblemSolution, etc.
• Task Types: “After researching...” or “Insert Essential
Question”
• Essential Question is optional in new template drafts
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LDC Template Task  Teaching Task
Teachers fill–in-the-blank by choosing:
text - writing product - content - text structure
Task 2 Template (Argumentation/Analysis): [Insert question] After
Reading ________ (literature or informational texts), write a/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.
Teaching Task 2 (High School): Were the achievements and growth
of the Industrial Revolution Era worth the cost to society? After reading
secondary and primary sources pertaining to the British Industrial
Revolution, write an argumentation essay that addresses the question
and support your position with evidence from the texts. Be sure to
acknowledge competing views.
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Strong Teaching Tasks:
•Are worthy of 2, 3 or 4 weeks of instruction
•Ask students to grapple with important content to the
discipline
•Provide opportunities to read informational text of appropriate
text complexity and content specific to the grade level
•Have students working in the most effective mode of
discourse/text structure
•Evolve from a rigorous text-dependent question directly related
to the content being taught
•Involve products written for an authentic audiences
Important Note:
Engage students in a balanced set of writing tasks over the
course of the year
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Write a Task
• Choose a topic
• Identify the targeted standard(s)
• Determine mode of writing
• Informational or Argumentation
• Choose a template task
• Text structure
• Write the proposed teaching task
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Choose the Texts
(and if desired, multi-media)
•The text selection is critical!
•Look for the perfect balance:
-reading level of students
-complexity of text (demands on skills and stamina of reader)
-background knowledge required for comprehension
-sufficiency of content for writing task
•Keep Gradual Release in mind:
-whole group
-small group
-independent
•Be sure text provides students with information
needed to respond completely to the teaching task.
•If an argumentation task, be sure the quantity and
content of texts aren’t biased.
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Looking at an LDC Module:
• What task?
• What skills?
• What instruction?
• What results?
Comparing
Economic Systems
15
Looking at an LDC Module:
Section 1: What Task?
• Module Title
• Overview
• Grade Level, Discipline, Course
• Author’s Contact
• Background to Students
• Texts
• Possible Extension
• Anchor Standards
• Custom/Content Standards
• Rubric
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Module Creator – Section 1
• Signing into Module
Creator
• Create a new module
• Overview
• Title
• Description
• Discipline
• Grade
• Course
• Author
• Contact info
• Task
• Task Bank
• Writing Type
• Text Structure
• Template Task
• Teaching Task
• Reading Texts
• Digital Articles
• Background & Extension
• Rubric
• Standards
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Section 2: What Skills?
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Deconstruct the teaching task into skill clusters
• Preparing for
the Task
• The Reading
Process
• Transition to
Writing
• Writing
Process
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1.Task Engagement
Ability to illicit responses from others and use prior knowledge to connect with concepts being introduced
2. Task analysis
Ability to understand and explain the task’s prompt and rubric (SL8.1).
3. Project Planning
Ability to plan and track progress toward specific goals and deadlines and accomplish the task on time (SL8
SKILLS CLUSTER 2: READING PROCESS
1. Readying for Reading
Ability to ready for reading by preparing a note-taking format.
2. Close Active Reading,
Ability to:
Essential Vocabulary and
 read purposefully; cite and record the textual evidence that most strongly supports an analysis of wha
Note Taking
inferences drawn from the text (RI8.1);
 use vocabulary acquisition strategies to learn unknown, multiple meaning, figurative, and grade 8 acad
(L8.4, L8.5, L8.6);
 assess credibility and accuracy of each source and follow a standard format for citation (W8.8, RI8.1).
3. Organizing Notes
Ability to integrate evidence from different sources/formats, select, analyze and prioritize important facts
writing (W8.8, RI8.1, RI8.2).
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging Conversations
Ability to:
 explain the rubric and begin linking reading, notes, and discussion to writing task;
 engage in a range of collaborative conversations to interpret information, delineate a speaker’s or au
claims, assessing whether the reasoning is sound and identifying when irrelevant evidence is introduc
2. Readying as a Writer
Ability to explain the mode and text structure, the rubric, and link discussions to the writing task (SL8.1, W
SKILLS CLUSTER 4: WRITING PROCESS
1. Establishing a Claim
Ability to introduce claim(s) (W8.1).
2. Planning
Ability to organize the reasons and evidence logically (W8.1).
3. Development 1
Ability to:
 write an initial draft of an opening paragraph which introduces the claim and reasons logically (W
 use words, phrases and clauses to create cohesion and connect the claim, counterclaims, reasons
 use precise language and domain-specific vocabulary (W8.1, L8.6);
3. Development 2
Ability to:
 construct an initial draft of the body paragraphs which support claims with logical reasoning and
and credible sources (W8.1, RI8.1);
 acknowledge and distinguish the claim(s) from alternate or opposing claims introduce a claim(s) (
 use words, phrases and clauses to create cohesion and connect the claim, counterclaims, reasons
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Each skill cluster is broken into specific skills which helps
guides teacher in planning instruction.
- Skills are from ELA and content specific grade level
standards.
- Definition (ability to….) creates instructional clarity.
- Specific skills guide teacher in planning instruction..
Skill Cluster 2: Reading Process (Grade 7)
Skill
Close Active
Reading and
Note-Taking
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Definition
Ability to:
1. Read purposefully; cite and record several pieces of textual
evidence to support analysis of what the text says explicitly
as well as inferences drawn from text;
2. Determine and analyze the development of central idea(s) of
text;
3. And cite reference source.
What Skills? – Section 2
By deconstructing the teaching task the needed skills are identified.
What are the features of an ideal mixed economy? After
reading informational texts, editorials and interactive
infographic texts, write an essay for the school newspaper
that compares the characteristics of market and command
economies and argues what combination of characteristics
would be most effective for the United States today. Be
sure to support your position with evidence from the text
acknowledge competing views.
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Module Creator
• Reading Process
• Text Selection
• Active Reading
• Essential Vocabulary
• Academic Integrity
• Note-Taking
K. Thiebes
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• Preparing for the Task
• Task Engagement
• Task Analysis
Module Creator
K. Thiebes
• Writing Process
• Controlling Idea
• Planning
• Development
• Revision
• Editing
• Completion
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• Transition to Writing
• Bridging
Defining Skills…
• using grade level specific standards
Active Reading: Ability to…
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Deconstructing a Standard –Reading Standard for Informational Text 1
Anchor Standard: 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.
Grade and Standard
Change in Expectations
K - With prompting and support, ask
and answer questions about key
details in a text.
st
1 - Ask and answer questions about
key details in a text.
nd
2 - Ask and answer such questions as
who, what, where, when, why, and
how to demonstrate understanding
of key details in a text.
Ask and answer questions about key
details in a text. (no prompting)
Ask and answer such questions as who,
what, where, when, why, and how to
demonstrate understanding of key
details in a text.
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nd
2
rd
3
th
4
th
5
Grade and Standard
Change in Expectation
- Ask and answer such questions as who,
what, where, when, why, and how to
demonstrate understanding of key details
in a text.
Ask and answer such questions as who,
what, where, when, why, and how to
demonstrate understanding of key details
in a text.
- Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis
for the answers.
Ask and answer questions to demonstrate
understanding of a text, referring
explicitly to the text as the basis for the
answers.
- Refer to details and examples in a text
when explaining what the text says
explicitly and when drawing inferences
from the text.
Refer to details and examples in a text when
explaining what the text says explicitly
and when drawing inferences from the
text.
- Quote accurately from a text when
explaining what the text says explicitly and
when drawing inferences from the text.
Quote accurately from a text when
explaining what the text says explicitly
and when drawing inferences from the
text.
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Grade and Standard
th
5
th
6
th
7
th
8
Change in Expectation
- Quote accurately from a text when
explaining what the text says explicitly
and when drawing inferences from the
text.
Quote accurately from a text when
explaining what the text says
explicitly and when drawing
inferences from the text.
- Cite textual evidence to support
analysis of what the text says explicitly
as well as inferences drawn from the
text.
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences drawn
from the text.
- Cite several pieces of textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
Cite several pieces of textual evidence
to support analysis of what the text
says explicitly as well as inferences
drawn from the text.
- Cite the textual evidence that most
strongly supports an analysis of what
the text says explicitly as well as
inferences drawn from the text.
Cite the textual evidence that most
strongly supports an analysis of what
the text says explicitly as well as
inferences drawn from the text.
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Grade and Standard
th
8
- Cite the textual evidence that most
strongly supports an analysis of what
the text says explicitly as well as
inferences drawn from the text.
th
th
9 and 10 - Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
th
th
11 and 12 - Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text,
including determining where the text
leaves matters uncertain.
Change in Expectation
Cite the textual evidence that most
strongly supports an analysis of what
the text says explicitly as well as
inferences drawn from the text.
Cite strong and thorough textual evidence
to support analysis of what the text
says explicitly as well as inferences
drawn from the text.
Cite strong and thorough textual evidence
to support analysis of what the text
says explicitly as well as inferences
drawn from the text, including
determining where the text leaves
matters uncertain.
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Let’s Create Grade Level Definitions
Active Reading
•Grade 1 – Ability to ask and answer questions about key
details in a text
•Grade 5 – Ability to accurately quote explicit and
inferential information from a text
•Grade 8 - Ability to cite the textual evidence that most
strongly supports an analysis of what the text says
explicitly as well as text-based inferences
•Grade 11-12 – Ability to cite strong and thorough textual
evidence to support analysis and determine where the
text leaves matters uncertain
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Looking at an LDC Module:
• What skill?
• Active Reading
Comparing
Economic Systems
30
Module Creator – Section 2
• Modify Skills
• Add a skill
• Edit a skill
• Delete a skill
• Move a skill
• Save
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Section 3: What Instruction?
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A Sample Timeline for an LDC Module
• Introducing the Unit (Preparing for the Task)
• Approximately 1-2 days
• Reading & Learning about the Topic (Reading Process)
• Approximately 3-8 days
• Processing the New Information (Transition to Writing)
• Approximately 1-2 days
• Responding to the Task (Writing Process)
• Approximately 3-8 days
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What Instruction?
- Section 3
Skill and Definition
Product and Prompt
Pacing
Scoring Guide
Teaching Strategies
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Looking at an LDC Module:
• What instruction?
• Active Reading Mini-Task
Comparing
Economic Systems
35
Module Creator – Section 3
• Define Mini-Tasks for Each Skills Cluster
• Product
• Prompt
• Pacing
• Scoring Guide
• Instructional/Teaching Strategies
• Notes
• Accomodations and Interventions
• Editing a Mini-Task – Save Mini-Task
• Adding a Mini-Task
• Add Resources
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Work Session
Skills Ladder Check In…
Reminder: Be sure to refer to your specific grade level
Common Core Standards when defining the skills.
Mini-Task Check In…
Reminder: The components of the mini task need to
be aligned/purposefully connected. This means the
skill and definition you've listed should guide your
choice of the daily prompt, product and the
instructional strategies used to teach that skill.
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LDC and Teacher Support Toolbox
LDC provides a framework that supports
teachers through the behaviors outlined in
the Teacher Support Toolbox. Specifically,
LDC supports assessment creation and
lesson and unit planning.
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Louisiana Believes
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Next Steps
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