Writing Summative
Literacy Tasks (SLT)
Wednesday, January 23, 2013
What is an SLT?
 A task that



Reflects the “big understanding” that you want
students to take away (learning objective)
Connects directly to the complex text and
helps show understanding of the text
Requires students to define, describe,
sequence, synthesis, analyze, compare,
evaluate, solve a problem, or show a causeeffect relationships

Uses higher level thinking skills
Career and Tech Examples
Automotive/Collision Repair
Article on Power Tools…
Needs improvement…
Improved…
Summarize the article, Portable
Drills and Drill Rating.
Describe the different types of
tools in the article.
After reading the Portable Drills and
drill rating, your text book, and Power
Points, write a report that explains
why it is important to have a wide
range of power and specialty tools.
What power tool would you use to
construct (X) and why?
Support your discussion with evidence
from your research.
L2 What conclusions can you draw?
More Examples
Culinary Arts
Article on Red Robin’s Operations Manager: Bob Merullo
Needs improvement…
Using the article write a paragraph
that supports the idea that a
culinary chef must pay close
attention to the detail of food being
served on a menu.
Summarize the article.
Improved… (Task 20)
After researching/reading your
textbook, articles, and class notes
write a report that analyzes the
importance of paying close
attention to the detail of food being
served on a menu. Provide
evidence to clarify your answer.
What conclusions can you draw?
What are the Task Templates?
 Fill in the blank templates created by LDC and





recommended by TCTW
Connected directly to the CCS
Include informational, argumentative or research
based writing
Tasks are written at 3 levels
Literacy skills are embedded in the tasks
Rubrics are included to match the type of writing
Sample Task Templates
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 a ________ (report or substitute) that describes ________
(content). Support your discussion with evidence from your research.
(Informational or Explanatory/Description)
How to use the Templates
 Fill in the template task, completing all the
blanks but not altering the other template
wording.
 Researching can be synonymous with reading
 Decide whether to include the Level 2 and
Level 3 portions of the template task in order
to make it more difficult
How to use the Templates
 Decide whether or not to include an extension
activity

If an extension activity is included, provide an
activity in which students share or apply what
they have learned with a real-world audience
or through a hands-on project.

This does not have to be part of the SLT
 Use the exact rubric for the template task.
Tips for Writing SLTs
 Choose your complex text wisely

Complex text will be used for close readings,
TDQ’s and SLT

It should be used and referred to often
 Start with the end in mind (backwards design)

Think about



What students should learn from the text
Can this understanding be turned into the SLT
Connect and scaffold TDQ’s to lead to SLT
Putting it all Together
 Unit – Employability
 Complex text – “Job Interview Don’ts” by Susan
Bowles
 Tier II vocab – poise, appropriate, succinctly,
demeanor, comport
 Tier III vocab – candidate, corporate recruiter,
professional image
Putting it all Together
 TDQ 1 – What does the author mean by a “make or
break moment”? Support your answer with evidence
from the text. (sentence level)
 TDQ 3 – The author provides the reader with 5
challenges. Why does the author call these
challenges? How would a different word like problem
or test change the authors meaning? (word level)
Putting it all Together
 TDQ 2 – The author specifically poses the question “Will you
answer all parts of the question directly and succinctly or will
you blather on and on?” Why ask this question? How does the
response to this question connect to the challenge of not
listening in an interview? (paragraph level)
 Better Answers Response

The question the author asks about answering questions directly and
succinctly connects to the challenge of not listening by helping the
candidate know how to listen and respond. In order to make sure
candidates are listening carefully, hiring managers often ask multilayer or two part questions. Candidates that listen closely can be
direct and to the point and provide information the company is
interested in. Using this question helps the author make a point about
how to be a better listener and overcome the challenge of not
listening.
Putting it all Together
 SLT – After researching Job Interview Don’ts on interviewing
skills write a response that describes three of the challenges
presented in the article and the effect of each on the interview
process, as well as how to overcome these challenges. Support
your discussion with evidence from your research.
 Sample of student work
 Rubric
 Extension Activity – Mock Interviews
Sample Plan Book
Monday
Read article
individually.
Vocab activity for tier
II words.
Tuesday
Wednesday
Thursday
Friday
Read Chunk 1
(individually or out
loud)
Read Chunk 2
(individually or out
loud)
Read Chunk 3
(individually or out
loud)
Review article
Review tier II and III
vocabulary
Review tier II and III
vocabulary
Review tier II and III
vocabulary
Prepare for Mock
Interviews next week
Discuss
Discuss
Discuss
TDQ #1
TDQ #2
TDQ #3
SLT
Better Answers
Response
Regular theory lessons and activities can take place each day in
addition to the Tech Lit activities listed here.