Introduction to the Literacy Design Collaborative
Participant Notebook
Activity 1: What does LDC look like?
Video: An Example from New York City
How is this classroom different from those you have seen?
How is reading and writing used as a tool to learn social studies?
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 2: LDC vs. Traditional
Describe the differences between the LDC Teaching Task and the Traditional Writing Prompt.
 Which one is more rigorous? Explain why?
 Which one is more engaging? Explain why?
LDC Teaching Task
Traditional Writing Prompt
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 that explains the techniques a writer
uses to persuade his audience.
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
Write a report on how automotive
technology has changed.
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.
Explain what humans are doing to
negatively impact the environment, using
examples we discussed in class.
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.
Write a speech that discusses a problem
facing America today. What are the
possible solutions to this problem?
Response
Activity 3: Using an LDC Template Task
To get a starting sense of how the templates work, please:
 Choose an issue or a text you enjoy teaching.
 Individually, try to fill in the Template Task below to make a strong assignment on that subject. (The second copy is to let you try two
or start over if you wish.)
 With a partner, share your drafts and talk through what’s easy and what’s challenging. See if you can make your first tries better
together.
Task 2 Template (Argumentation/Analysis L1, L2, L3)
[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 12 Template (Informational or Explanatory/Definition L1, L2)
[Insert question] ________________________________________________________________________________________________________ After
reading ______________________________________________________(literature or informational texts), write a/an
__________________________________ (essay, report or substitute) that defines ______________________ (term or concept) and explains
_________________________________________________ (content). Support your discussion with evidence from the text(s). L2 What
_______________________________________ (conclusions or implications) can you draw?
Appendix I: Quick Reference Task Chart
“After Researching”
“Essential Question”
Argumentation Template Tasks
Analysis
Task 1: 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.
(Argumentation/Analysis)
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). L2 Be sure to acknowledge competing views. L3
Give examples from past or current events or issues to illustrate
and clarify your position. (Argumentation/Analysis)
Task 3: After researching ________ (informational texts) on
________ (content), write ________ (essay or substitute) that
compares ________ (content) and argues ________ (content). Be
sure to support your position with evidence from the texts.
(Argumentation/Comparison)
Task 4: [Insert question] After reading ________ (literature or
informational texts), write ________ (essay or substitute) that
compares ________ (content) and argues ________ (content). Be sure
to support your position with evidence from the text/s.
(Argumentation/Comparison)
Evaluation
Task 5: After researching ________ (informational texts) on
________ (content), write ________ (essay or substitute) that
discusses ________ (content) and evaluates ________ (content). Be
sure to support your position with evidence from your research.
(Argumentation/Evaluation)
Task 6: [Insert question] After reading ________ (literature or
informational texts), write ________ (essay or substitute) that
discusses ________ (content) and evaluates ________ (content). Be
sure to support your position with evidence from the text/s.
(Argumentation/Evaluation)
ProblemSolution
Task 7: After researching ________ (informational texts) on
________ (content), write ________ (essay or substitute) that
identifies a problem ________ (content) and argues for a solution.
Support your position with evidence from your research. L2 Be
sure to examine competing views. L3 Give examples from past
or current events or issues to illustrate and clarify your position.
(Argumentation/Problem-Solution)
Task 8: [Insert question.] After reading ________ (literature or
informational texts) on ________ (content), write ________ (essay or
substitute) that identifies a problem ________ (content) and argues
for a solution ________ (content). Support your position with
evidence from the text(s). L2 Be sure to examine competing
views. L3 Give examples from past or current events or issues to
illustrate and clarify your position. (Argumentation/ProblemSolution)
Cause-Effect
Task 9: After researching ________ (informational texts) on
________ (content), write ________ (essay or substitute) that argues
the cause(s) of ________ (content) and explains the effect(s)
________ (content). What ________ (conclusions or implications)
can you draw? Support your discussion with evidence from the
text(s). (Argumentation/Cause-Effect)
Task 10: [Insert question] After reading ________ (literature or
informational texts) on ________ (content), write ________ (essay or
substitute) that argues the cause(s) of ________ (content) and
explains the effect(s) ________ (content). What ________ (conclusions
or implications) can you draw? Support your discussion with
evidence from the text(s). (Argumentation/Cause-Effect)
Comparison
“After Researching”
“Essential Question”
Informational or Explanatory Template Tasks
Definition
Description
ProceduralSequential
Task 11: After researching ________ (informational texts) on
________ (content), write a ________ (report or substitute) that
defines ________ (term or concept) and explains ________
(content). Support your discussion with evidence from your
research. L2 What ________ (conclusions or implications) can
you draw? (Informational or Explanatory/Definition)
Task 13: After researching ________ (informational texts) on
________ (content), write ________ (report or substitute) that
describes ________ (content). Support your discussion with
evidence from your research. (Informational or
Explanatory/Description)
Task 12: [Insert question] After reading ________ (literature or
informational texts), write ________ (essay, report, or substitute)
that defines ________ (term or concept) and explains ________
(content). Support your discussion with evidence from the
text(s). L2 What ________ (conclusions or implications) can you
draw? (Informational or Explanatory/Definition)
Task 15: After researching ________ (informational texts) on
________ (content), write ________ (report or substitute) that relates
how ________ (content). Support your discussion with evidence
from your research. (Informational or
Explanatory/Procedural-Sequential)
Task 16: [Insert question] After reading ________ (literature or
informational texts) on ________ (content), write ________ (report
or substitute) that relates how ________ (content). Support your
discussion with evidence from the text(s). (Informational or
Explanatory/Procedural-Sequential)
Task 14: [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). (Informational or
Explanatory/Description)
Task 17: After researching ________ (informational texts) on
________ (content), developing a hypothesis, and conducting an
experiment examining ________ (content), write a laboratory
report that explains your procedures and results and confirms
or rejects your hypothesis. What conclusions can you draw?
(Informational or Explanatory/Procedural-Sequential)
Synthesis
Task 18: After researching ________ (informational texts) on
________ (content), write ________ (report or substitute) that
explains ________ (content). What conclusions or implications
can you draw? Cite at least ________ (number) sources, pointing
out key elements from each source. L2 In your discussion,
address the credibility and origin of sources in view of your
research topic. L3 Identify any gaps or unanswered questions.
Optional: Include ________ (e.g. bibliography). (Informational
or Explanatory/Synthesis)
Task 19: [Insert question] After reading ________ (literature or
informational texts), write ________ (essay or substitute) that
explains ________ (content). What conclusions or implications
can you draw? Cite at least ________ (number) sources, pointing
out key elements from each source. L2 In your discussion,
address the credibility and origin of sources in view of your
research topic. L3 Identify any gaps or unanswered questions.
Optional: Include ________ (e.g. bibliography). (Informational
or Explanatory/Synthesis)
LDC Template Tasks
“After Researching”
“Essential Question”
Informational or Explanatory Template Tasks (Continued
Analysis
Task 20: After researching ________ (informational texts) on
________ (content), write a ________ (report or substitute) that
analyzes ________ (content), providing evidence to clarify your
analysis. What conclusions or implications can you draw? L2
In your discussion, address the credibility and origin of
sources in view of your research topic. L3 Identify any gaps
or unanswered questions. Optional: Include ________ (e.g.
bibliography). (Informational or Explanatory/Analysis)
Task 21: [Insert question] After reading ________ (literature or
informational texts), write ________ (report, essay or substitutes)
that addresses the question and analyzes ________ (content),
providing examples to clarify your analysis. What conclusions or
implications can you draw? L2 In your discussion, address the
credibility and origin of sources in view of your research topic. L3
Identify any gaps or unanswered questions. Optional: Include ___
(e.g. bibliography). (Informational or Explanatory/Analysis)
ProblemSolution
Task 22: After researching ________ (informational texts) on
________ (content), write a ________ (report or substitute) that
compares ________ (content). L2 In your discussion, address
the credibility and origin of sources in view of your research
topic. L3 Identify any gaps or unanswered questions.
(Informational or Explanatory/Comparison)
Task 23: [Insert l question] After reading ________ (literature or
informational texts), write ________ (essay, report, or substitute)
that compares ________ (content). L2 In your discussion, address
the credibility and origin of sources in view of your research topic.
L3 Identify any gaps or unanswered questions. (Informational or
Explanatory/Comparison)
Cause-Effect
Task 24: After researching ________ (informational texts) on
________ (content), write ________ (report or substitute) that
examines cause(s) of ________ (content) and explains effect(s)
________ (content). What conclusions or implications can you
draw? Support your discussion with evidence from your
research. (Informational or Explanatory/Cause-Effect)
Task 25: [Insert question] After reading ________ (literature or
informational texts) on ________ (content), write a ________ (report
or substitute) that examines the cause(s) of ________ (content) and
explains the effect(s) ________ (content). What conclusions or
implications can you draw? Support your discussion with
evidence from the text(s). (Informational or
Explanatory/Cause-Effect)
Description
Task 26: After researching ________ (informational texts) on
________ (content), write ________ (narrative or substitute) that
describes ________ (content). L2 Use ___ (stylistic devices) to
develop a narrative. L3 Use ___ (techniques) to convey
multiple storylines. (Narrative/Description)
Task 27: [Insert question] After reading ________ (literature or
informational texts) about ________ (content), write ________
(narrative or substitute) from the perspective of ________ (content).
L2 Use ________ (stylistic devices) to develop a narrative effect in
your work. L3 Use ________ (techniques) to convey multiple
storylines. (Narrative/Description)
ProceduralSequential
Task 28: After researching ________ (informational texts)
on_____ (content), write a ________ (narrative or substitute)
that relates ________ (content) and the events that ________
(content). L2 Use ________ (stylistic devices) to develop your
work. L3 Use ________ (techniques) to convey multiple
storylines. (Narrative/Sequential)
Task 29: [Insert question.] After reading ________ (literature or
informational texts) about ________ (content), write ________
(narrative or substitute) that relates ________ (content). L2 Use
________ (stylistic devices) to develop your work.
(Narrative/Sequential)
Appendix II
Section 2: What Skills?
LDC Prototype Skills List
(adapted from the Argumentation Module Template)
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
3. Essential vocabulary
Ability to identify the central point and main supporting elements of a text. L2 Ability to identify and analyze competing
arguments.
L3 Ability to make clarifying connections and/or provide examples.
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 argumentation task.
3. Development
Ability to construct an initial draft with an emerging line of thought and structure. L2 Ability to analyze competing
arguments. L3 Ability to make clarifying connections and/or provide examples.
4. Revision
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
5. Editing
Ability to proofread and format a piece to make it more effective.
6. Completion
Ability to submit final piece that meets expectations.
LDC Template Tasks
Appendix III
Section 3: What Instruction?
(adapted from the Argumentation Module Template)
LDC Prototype Instructional Ladder
PACING
SKILL AND
DEFINITION
MINI-TASK
PRODUCT AND PROMPT
SCORING (PRODUCT
“MEETS EXPECTATIONS”
IF IT …)
INSTRUCTIONAL STRATEGIES
No Scoring



Link this task to earlier class content.
Discuss student responses.
Clarify timetable and support plans for the
task.
No scoring

Share examples of type of text students will
produce (either from past students or from
professional writers).
Identify or invite students to identify key
features of examples.
Pair students to share and improve their
individual bullets.
Create a classroom list: choose one student to
share a few ideas on the board, and ask others
to add to it.
SKILLS CLUSTER 1: PREPARING FOR THE TASK
Day 1
Day 1
1. Task engagement
Short Response with Bullets
Ability to connect the
task and new content
to existing knowledge,
skills, experiences,
interests, and
concerns.
In a quick write, record your first
reaction to the task prompt. Add
some notes of things you know
about this issue.
2. Task analysis
Bullets
Ability to understand
and explain the task’s
prompt and rubric.
In your own words, what are the
important features of a good
response to this prompt?



Participant Notebook | LDC
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LDC Template Tasks
SKILLS CLUSTER 2: READING PROCESS
Day 2
1. Text selection
Notes
Ability to identify
appropriate texts.
For each text, list the needed
bibliographic information. Add
bullets on why you think the work
is credible and/or worthy of study.


Days 2
and 3
2. Active reading
Short reflective entry for each text
Ability to identify the
central point and main
supporting elements of
a text.
What is the author trying to
accomplish? Which parts of the
text show you that?
L2 Ability to identify
and analyze
competing
arguments.
L3 Ability to make
clarifying
connections or
provide examples.
Ongoing



Provide citation guide and discuss why each
element of citation is needed.
Ask students to brainstorm what makes an
author credible and/or worthy of study.
Provide access to research sources for students
to assess the texts.

Note: for an “after researching” task, add
teaching and time for students to select the
texts they will use.

Invite students to brainstorm ways to figure
out any author’s intent.
Invite students to share and discuss their
answers for each text.
After the discussion, allow them to add to their
entries.


L2 What competing arguments
have you encountered or can you
think of?
L3 What historical or current
examples can you note that
relate to the task prompt?
3. Essential vocabulary
Vocabulary list
Ability to identify and
master terms essential
to understanding a
text.
In your notebook, list words and
phrases essential to the texts. Add
definitions, and (if appropriate)
notes on connotation in this
context.
Participant Notebook | LDC

Identifies author, title,
publisher, date, and
any other needed
information (for
example, the volume
for a periodical or the
editor for an
anthology).
Includes reasonable
evidence that work is
credible and/or
worthy of study.
Answers questions
with credible response.


Lists appropriate
phrases.
Provides accurate
definitions.


After scoring, ask some students to share
definitions of terms that others overlooked or
misunderstood.
After scoring, be willing to provide direct
instruction or guide a close reading if needed
to work through a key phrase most students
missed.
10
LDC Template Tasks
Day 4
Days 4
and 5
4. Academic integrity
Definition and strategies

Provides accurate
definition.
Lists several
appropriate strategies.

Ability to use and
credit sources
appropriately.
Define “plagiarism” and list ways
to avoid it.

5. Note-taking
Notes

Identifies relevant
elements.
Includes information
to support accurate
citation (for example,
page numbers for a
long text, clear
indication when
quoting directly).


Teach a sample format for note taking.
Check that early student work is in the
assigned format (or in another format that
gathers the needed information effectively).
Ability to select
important facts and
passages for use in
one’s own writing.
From each text, make a list of the
elements that look most important
for answering the prompt. Do
what you need to do to avoid
plagiarism.
No scoring


Discussion-based strategies, such as seminar.
Small group discussion using question.


Offer several examples of opening paragraphs.
Ask class to discuss what makes them strong or
weak.
Review the list that students created earlier to
identify needed elements (from Cluster 1, skill
2).


Discuss respect for others’ work to assemble
evidence and create texts.
Discuss academic penalties for stealing others
thoughts and words.
SKILLS CLUSTER 3: TRANSITION TO WRITING
Day 6
1. Bridging
Bullets
Ability to begin linking
reading results to
writing task.
In a quick write, note what you
know now that you’ve read about
_______(content).
SKILLS CLUSTER 4: WRITING PROCESS
Day 6
1. Claim
Opening paragraph

Ability to establish a
claim and consolidate
information relevant
to task.
Write an opening paragraph that
includes a controlling idea and
sequences the key points you plan
to make in your composition.



Participant Notebook | LDC
Writes a concise
summary statement or
draft opening.
Provides direct answer
to main prompt
requirements.
Establishes a
controlling idea.
Identifies key points
that support
development of
argument.

11
LDC Template Tasks
Day 7
2. Planning
Outline/organizer
Ability to develop a
line of thought and
text structure
appropriate to an
argumentation task.
Create an outline based on your
notes and reading in which you
state your claim, sequence your
points, and note your supporting
evidence.
L2 Include competing
argument(s).
L3 Include __ example(s) of
historical or current connections
to topic/issue.
Days 8
and 9
3. Development
Initial draft
Ability to construct an
initial draft with an
emerging line of
thought and structure.
Write an initial draft complete
with opening, development, and
closing; insert and cite textual
evidence.
L2 Ability to analyze
competing
arguments.
L3 Ability to make
clarifying
connections and/or
provide examples.
Days 10
and 11






L2 Identify competing
argument(s).
Creates an outline or
organizer.
Supports opening
claim.
Uses evidence from
texts read earlier.


Provide and teach one or more examples of
outlines or organizers.
Invite students to generate questions in pairs
about how the format works, and then take
and answer questions.
L2 Identifies
competing
argument(s).
L3 Provides
appropriate number of
sound connections.
Provides complete
draft with all parts.
Supports the opening
in the later sections
with evidence and
citations.

Encourage students to re-read prompt
partway through writing, to check that they
are on track.
Provides complete
draft with all parts.
Supports the opening
in the later sections
with evidence and
citations.
Improves earlier
edition.

Sample useful feedback that balances support
for strengths and clarity about weaknesses.
Assign students to provide each other with
feedback on those issues.
L3 Provide appropriate number
of sound connections.
4. Revision
Multiple drafts
Ability to refine text,
including line of
thought, language
usage, and tone as
appropriate to
audience and purpose.
Refine composition’s analysis,
logic, and organization of
ideas/points. Use textual evidence
carefully, with accurate citations.
Decide what to include and what
not to include.
Participant Notebook | LDC





12
LDC Template Tasks
Day 12
Day 13
5. Editing
Correct Draft
Ability to proofread
and format a piece to
make it more effective.
Revise draft to have sound spelling,
capitalization, punctuation, and
grammar. Adjust formatting as
needed to provide clear, appealing
text.
6. Completion
Final Piece
Ability to submit final
piece that meets
expectations.
Turn in your complete set of drafts,
plus the final version of your piece.
Participant Notebook | LDC



Provides draft free
from distracting
surface errors.
Uses format that
supports purpose.

Fits the “Meets
Expectations” category
in the rubric for the
teaching task.



Briefly review selected skills that many
students need to improve.
Teach a short list of proofreading marks.
Assign students to proofread each other’s texts
a second time.
13
LDC Template Tasks
NOTES
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Participant Notebook | LDC
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