Writing an LDC Module Step-by-Step Guidance

1. Writing an LDC ModuleStep-by-Step Guidance

2. Starting to write a Module?Some questions to ask yourself…- what content - what type/mode of academic writing - what text structure - what length of the module - what writing product - what text and/or multimedia

3. At the Core of the LDC Framework is the Task • 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. Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel

4. Consider: - content - mode of writing - text structure1stChoose a Template Task from the Template Task Bank Task 2 Template: [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). (Argumentation/Analysis) Task 14 Template: [Insert question]After reading _______ (literature or informational texts), write _________(essay, report, or substitutes) that describes _______and addresses the question. Support your discussion with evidence from the text(s). (Informational/Description)

5. Choosing the right template task is an important decision for module success. Tips for choosing a template task: • Do not change the words in the template task. (The CCSS are hard wired into the template tasks.) • Consider the content, desired product, and your students.

6. 2nd Turn the LDC Template Task into a Teaching Task by filling in the blanks. • text • writing product • content 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). Task 14 Template:Informational/Description How are effects of colonialism in Africa still seen today? After reading informational texts, write an essay that describes current issues of genocide, AIDS, and hunger in Africa and addresses the question. Support your discussion with evidence from the texts.

7. Tips and Considerations when Writing a Teaching Task • Decide task level (L1, L2 or L3) • Use learning targets and state content standards to design • Revisit frequently during module creation and implementation Task 2 Template (Argumentation/Analysis) What combination of market and command systems do you believe creates an ideal mixed economy? After reading informational and opinion texts, write an essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

8. 3rdComplete the Information Sheet. • Module Title (optional graphic) • Module Description/Overview(Should be written to a fellow colleague and include: what will be learned, the input medium students will use, the final product, and where in the content instruction the task stands) e.g. This module is intended to help students understand how colonialism continues to impact Africa today; students will explore the current issues of genocide, AIDS, and hunger in Africa. The module is used as the final piece of a unit on the history of colonialism in Africa and was created for high school freshman with low literacy skills. • Template Task • Teaching Task • General Information (Intended Grade Level(s), Discipline/ Content Area, Course , Author(s), and Contact Information)

9. Ask yourself….Will the texts and/or multimedia I’ve chosen provide the students with the information they need to completely respond to the prompt? Background (written to students , provides context) Teaching Task 5thReading Text (and if desired multi-media) 4th Complete Section 1 - ‘What Task’: • Check…. • the ‘do-ability’ of the task by using the readings to complete the task yourself

10. Choosing Texts and Other Resources - Tips • 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. 6th Extension (optional)

11. 7thComplete the Common Core Section • Do not change standards on the left side of the chart (Standards are hardwired into template tasks.) • May add additional standards “when appropriate – if addressed in the module” 8thComplete the Content Standards Section • Include state content standards appropriate to the module • Content Standards can be used to design mini- • tasks in the module 9thLDC Rubric – do not change

12. 10thComplete Section 2 – What Skills • Deconstruct the teaching task to identify the skills students need to complete the task. • Skills are defined by “Ability to…” • Organize the skills into clusters such as: • Preparing for the task • Reading process • Transition to writing • Writing process

13. 11thComplete Section 3 – What Instruction What should I remember about the skills and pacing? • Skill • Pacing • Cut and paste the skills from Section 2 • The instruction of the skills become mini-tasks • Be realistic in determining pacing … envision the step-by-step lessons and how long each will take

14. 12thPlan the Prompt for Each Mini-Task Determine a Product for Each Mini-Task • Written to students • Asks students to practice and demonstrate an ‘in- progress” skill • Refer to specific state, district, content grade level standards • When implementing the module, make connections between mini-task and teaching task • Specify student work that can be used to determine student’s understanding of skill being taught • Might be a tangible artifact of student • work or participation in a group task • Use as formative assessment

15. 13thDetermine the Instructional Strategies • Envision your expectation • Deconstruct the listed skill • Think about what instruction is • needed for students to be successful • Plan effective instructional strategies based on your • knowledge of your students • For each skill, determine how much modeling and/or • instructional guidance is needed…. and how much can • be done independently.

16. 14th Write a Scoring Guide for Each Mini-Task • Keep mini-task rubrics manageable • Empower students in knowing the expectation • Provides the teacher with formative assessment Think about what additional scaffolding, instructional strategies and supports you will provide for students who do not meet expectations of mini tasks

17. 15th Complete Materials, References and Supports • Refer to 5th Step. • Copy materials, references and supports into last • part of Section 3 – What Instruction 16thDetermine whether to include a Classroom Assessment Task • The pre and post classroom assessment tasks are optional. • If used, the task needs to mirror the sentence • structure of the teaching task. • Choose a short text for students to independently read and analyze.

18. 17thAfter Implementation … Complete Section 4 - What Results • Provide student samples • Include teacher reflection on implementation of the module • in the Teacher Work Section • Include student and teacher • supports in the Appendix