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Courses

LDC modules can also be linked in larger courses, and there are multiple options for course-level approaches. Here are a few emerging examples from LDC partners and teachers:

Content-area courses.  The most powerful way to ensure that students receive rigorous instruction in the CCRS for reading and writing is to design a literacy-saturated ELA, social studies, or science course. Beyond simply combining modules, the course can build intentional sequences of tasks that use increasingly complex texts and set increasingly demanding forms of writing.

Literacy courses.  In addition to designing courses within content areas, partners may choose other types of LDC courses. For example, designers might choose to create a literacy course separate from ELA consisting of modules sequenced by type and skill sets, much in the way colleges design English composition courses for first-year students. In this design, literature could continue to be taught as a discipline while the literacy course teaches reading and writing skills that support learning across subject areas.

Integrated courses.  There are many different ways to integrate courses. For example, a team of teachers might design and teach a humanities course—involving history, philosophy, social sciences, literature, and the arts—that uses the LDC task templates to integrate the content from different disciplines while teaching reading and writing skills. Depending on the requirements related to “seat time” and flexibility that allows creative scheduling, students could receive both English and social studies credit by taking the humanities course.

Sequenced courses.  Designing modules to create the “big picture” involves placing modules over several years within a course sequence. In this way, a middle school, for example, can ensure that over three years all students receive intentional instruction in reading and writing and master those skills over time. This approach requires careful planning and collaboration but offers the most powerful way to develop and “ground” literacy practices not only in students’ repertoire, but also in teachers’ range of instructional skills.