2.  Aligns with Common Core Standards  LDC teaching tasks have the Common Core Standards “hardwired” in. Teachers then put in their own content.  Distributes responsibility for reading and writing instruction  Connects reading and writing instruction  Uses “back mapping” (begin with the end in mind)

3.  LDC is an approach that is designed to make literacy instruction the foundation of the core subjects.  LDC allows teachers in any subject to build their specific content into literacy rather than using reading and writing as an add-on.

5.  Template tasks are fill-in-the-blank prompts that guide the creation of teaching tasks.  Once the template task blanks are filled in, it becomes a teaching task, a reading and writing prompt which asks students to take on an important issue in science, history, ELA or another subject. Planning begins with the creation of a teaching task.

6.  Once the teaching task is created, teachers decide which skills are essential to completing the task. The LDC system provides a list of skills essential to literacy development.

7.  Teachers take the skills they have determined to be essential in completing the teaching task and write mini-tasks to help students develop these skills. These mini-tasks, or lessons, are part of an instructional sequence called an instructional ladder.

8.  Using the writing process, students respond to the teaching task. These responses are scored using LDC rubrics.  The teaching task + the texts chosen to support the task + skills required to complete the task + instruction + student work = a completed LDC module.

10.  Template tasks are “fill-in-the-blank” sentence shells that allow teachers to create high quality student assignments that develop reading and writing skills in the context of learning science, history, literacy, or some other content.

11. Elementary Task 8 Template: [Insert question] After reading _____ (literary or informational text/s), write _____ (product) in which you compare ______ (content). Give ____ (an, several, or #) example/s from ____ (text/s) to support your discussion. (Informational or Explanatory/ Compare)

12. [Insert optional question] After reading _____ (literary or informational text/s), write _____ (product) in which you compare ______ (content).. Give ____ (an, several, or #) example/s from ____ (text/s) to support your discussion. (Informational or Explanatory/ Compare) two themes in each work. After reading William Blake’s poem, “I was angry with my friend,” and the lyrics to Happy Ending by Avril Lavigne, an essay each work

13. Task 14 Template (Informational or Explanatory/ Description L1): [Insert essential question] After reading _____ (literature or informational texts), write a/an _______ (essay, report, or substitutes) that describes _____ (content) and addresses the question.

14. Famous speeches, characteristics of an effective speech

15. Martin Luther King, Jr. “I have a dream” Abraham Lincoln “Gettysburg Address” Jimmy Valvano “Never Give Up” Barbara Jordan Keynote speech at Democratic convention

16. Informational essay

17. What makes a speech immortal? After reading and viewing selected historical and film speeches, write an essay that describes the characteristics of effective speechwriting and oration and addresses the question. Support your discussion with evidence from the texts.

19. Skills are divided into Skills Clusters Skills Cluster 1: Preparing for the Task Skills Cluster 2: Reading Process Skills Cluster 3: Transition to Writing Skills Cluster 4: Writing Process

20.  Within each Skills Cluster are specific skills and descriptions (“Ability to…”) Skills Cluster 1: Preparing for the Task Bridging Conversation is the ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns Task Analysis is the ability to understand and explain the task’s prompt and rubric

22. PacingSkill and DefinitionInstructional Strategies Day 1 (25 minutes) 1 Task Engagement Ability to connect the task and new content to existing knowledge, skills, experiences, interests and concerns View “40 Inspirational Speeches in 2 minutes.” As a class, make a list of speeches from history or movies that students can name. Discuss what makes these speeches memorable. Day 1 (25 minutes) 2 Task Analysis Ability to understand and explain the task’s prompt and rubric Skim 2 articles on speechmaking, then, in small groups, determine 4 to 6 categories for evaluating speeches. Write an initial response to the prompt.

24. Rubric categories are “Not Yet” “Approaches Expectations” “Meets Expectations” and “Advanced”

25. ONE completed LDC module