The principal component of the LDC Framework is the design and delivery of a module—a subject-specific reading and writing assignment, or “teaching task,” with an instructional plan that is taught over a two- to four-week period. The LDC Framework “hardwires in” the CCRS, targeting the literacy skills students will need to be successful in school, college, and career. At the same time, the LDC Framework ensures that educators have flexibility in choosing the content and texts they want to teach and the freedom to design their own instruction.
During the module, teachers engage students in daily “mini-tasks” through which they learn and practice each literacy skill that will lead them to complete the main teaching task successfully. LDC mini-tasks effectively act as formative assessments that are fully integrated with ongoing teaching and learning, rather than as an activity separate from daily lessons.
LDC modules are designed to sit within a unit or a broader course curriculum, to be combined to create a course, and/or even to be used across subject areas to integrate content learning with literacy-rich experiences for students.
The LDC module comprises four sections:
Section 1: What Task? Creating an exemplary teaching task is the first and most important step in the LDC design process. LDC provides teachers with collections of “task templates,” or CCRS-aligned templates that they use to design rigorous and engaging teaching tasks for students. The teaching task (what students are asked to do) drives the decisions in the next steps: what skills the students must learn and develop and what instruction needs to occur. The rest of the module flows from this first, most essential, step. Learn more.
Section 2: What Skills? Teachers identify and define the precise skills that students will need to develop to complete the module’s teaching task. Learn more.
Section 3: What Instruction? Teachers build an explicit instructional plan through which they engage students in “mini-tasks” that develop their literacy skills and guide them toward completing the assignment. Student work generated from the mini-tasks provides teachers with important information about which skills students have acquired and which skills need more time and practice so that students will be successful on the final product. Learn more.
Section 4: What Results? After teaching the module, teachers score the resulting student work against the LDC rubric and analyze the results, reflect on the entire process, and make revisions to the module to create an improved version to use in the future and/or share with other teachers. The LDC Framework also includes an opportunity for teachers to design and give a summative assessment related to the teaching task. Learn more.
Familiarize yourself with each of the components of a module by exploring the contents of the How LDC Works: Modules section of this website.
Log in to LDC CoreTools and follow the step-by-step guidance described in the accompanying screencasts and the help resources embedded within CoreTools.
Look at some examples of teacher-created exemplary modules by clicking here and modify, take inspiration from, or just create from scratch your own module. You can also access editable versions of these modules in CoreTools.
Design your own LDC module by using Microsoft Word or Google Doc template documents that can be found on the right-hand navigation section of this page, but remember to take advantage of the many Teacher Help Resources that are referenced in the "How LDC Works" pages on the left-hand side.
Teachers have the flexibility to design LDC modules, mini-tasks, and other LDC-related instruction however they prefer-they are not restricted to using tools and templates that LDC provides. However, LDC tools and templates help teachers do their work more effectively and efficiently and ensure that their instruction is designed using a “common language” that reflects the standards specified in “Rules of the Road for LDC” as well as in the LDC module jurying rubric. For LDC modules to be included in the exemplary collection or for mini-tasks to be included in the mini-task library, they must align with the standards teachers across the country have created, tested, and defined in these documents.
In partnership with and under the guidance of Stanford University’s Center for Assessment, Learning and Equity (SCALE), LDC has created a “jurying” rubric and protocol used to assess the CCSS alignment and overall quality of modules. LDC has a number of teacher-designed modules that have been SCALE-juried and determined “exemplary.” For those not reviewed by SCALE, you can use the SCALE rubric and scoring protocol to assess any module. In fact, it is a good idea to keep the jurying rubric criteria in mind during your own module design effort.