The Literacy Design Collaborative (LDC) provides a curriculum alignment system that helps teachers deliver standards-driven assignments in which students write in response to reading in discipline-specific ways supported by backwards-designed instruction.

LDC tools and learning experiences help teachers and schools meet the challenges of: (1) increasing the rigor of assignments, lessons, and units by becoming truly standards-driven, (2) increasing teachers' knowledge and expertise around instructional planning, and (3) radically changing the expectations schools and teachers have for their students' ability to read and write with depth and breadth—in other words, to be truly college and career ready.

The LDC CoreTools platform includes: (1) a free Curriculum Library that includes nationally-validated tasks and instructional plans that can be modified to meet any teacher's needs; (2) template-driven task and instructional plan editing tools that can be used collaboratively; (3) student-work rubrics and a curriculum-alignment rubric; (4) free professional learning experiences; (5) premium professional learning experiences, resources, and analytics.

Assignments matter. Task predicts performance. The rigor of a task sets students up for engagement with texts and with their peers.

Based on the cognitive demands of college-and-career-readiness standards, LDC "task templates"—a set of fill-in-the-blank assignment shells that support cognitive demands such as analysis, synthesis, comparison, and evaluation—help teachers, coaches, and curriculum designers create well aligned tasks.

These templates are used to design assignments that ask students to write in response to reading—assignments that teachers use to center and frame the type of work they do in class.

This collection includes LDC (Literacy Design Collaborative) modules that have emerged from work completed by PAIU coaches.

Los estudiantes de primer grado escuchan la lectura de un libro de cuentos ilustrado, van a una caminata en la naturaleza y leen un cuadernillo que presenta información que les sirve para su propia historia. Luego se les invita a escribir sobre como es ir a visitar un bosque. También pueden visitar un bosque cercano. Cuadernillo de lectura que acompaña la tarea de desempeño.

Los estudiantes miran un video, leen el cuadernillo y usan su experiencia propia para escribirle a sus amigos, una carta con informacion que contesta la pregunta: "¿Qué es un estuario y qué lo hace tan especial?" Cuadernillo de lectura que acompaña la tarea de desempeño.

Los estudiantes leen un articulo, miran un video y toman notas de estos dos recursos de los que aprenden sobre contaminación del agua pluvial y como prevenirla. También aprenden la frase "que no baje agua sucia al drenaje" y escriben un ensayo para informar a otros estudiantes sobre la importancia del agua limpia para tener peces sanos.

Los estudiantes leen un articulo, miran un video y exploran una guía de campo de bolsillo y luego responden tres preguntas de investigación. Después, conducen un inventario biológico (bioblitz) y escriben un ensayo explicando lo que es un inventario biolgico o bioblitz.

Diseñado para proveer informacion básica sobre energía renovable incluyendo qué es, cómo funciona y las ventajas y desventajas para el ambiente. Cada tarea de desempeño enfoca en un tipo de energía renovable, incluyendo información básica y con suficiente información para escribir ensayos de persuasión. La tarea de energía renovable y no renovable culmina con un discurso. Los maestros cuentan con una rúbrica para calificar el discurso como pracita del SBAC. Se proporciona una plantilla para preparar los discursos.

Los estudiantes de tercer grado leen un artículo y miran un video sobre cómo empezar una hortaliza. Toman notas de estas dos fuentes y escriben un ensayo de información para explicarle a otra clase cmo empezar su propia hortaliza. 

Students in the 1st grade are asked to write stories about what it is like to take a walk in the woods. Students will listen to a picture book, watch a video, and read a booklet to give background knowledge for their stories. You may also use information from your own walks in the woods! Includes reading booklet.

Write an informational letter to your friend answering the question “What is an estuary and what makes them so special?”. Use information from the reading/book, video, and your experience. Includes a reading booklet.

Designed to provide basic background knowledge about renewable energy including what it is, how it works and the advantages and disadvantages for the environment. Each task focuses on a type of renewable energy, including basic background knowledge, career information, and a variety of print and video resources. Students practice the research skills of locating information, selecting the best information and having enough information to explain or persuade. Renewable and Non-renewable Energy, culminates in a speech. Teachers are provided with the SBAC Speech rubric for scoring the student presentations. A template is provided for planning speeches. 

Los estudiantes de K-2 usan la información que se presenta en el cuadernillo, miran un video y utilizan lo que han aprendido, para escribirle una carta a sus amigos, explicando cómo estará el tiempo y cómo deben vestirse apropiadamente. Cuadernillo de lectura que acompaña la tarea de desempeño.

Los estudiantes de kinder escuchan la lectura de un libro de cuentos ilustrado, van a una caminata en la naturaleza y leen un cuadernillo que presenta informacion que les sirve para su propia historia. Luego se les invita a escribir sobre como es ir a visitar una playa. También pueden visitar una playa local. Cuadernillo de lectura que acompaña la tarea de desempeño.

Los estudiantes de kinder escuchan la lectura de un libro de cuentos ilustrado, van a una caminata en la naturaleza y leen un cuadernillo que presenta informacin que les sirve para su propia historia. Luego se les invita a escribir sobre como es ir a visitar un estanque o un lago. También pueden visitar un estanque o lago local.

Students at grade K are asked to write stories about what it is like to visit a beach. Students listen to a picture book, go on a nature walk, and read a booklet to give information for their story. You will also visit a local beach! Includes a reading booklet.

Students at grade K are asked to write stories about what it is like to visit a pond or a lake. Listen to a picture book, go on a nature walk, and read a booklet to give information for a story. You will also visit a local pond or lake! Includes booklets: one for the pond and one for the lake.

Your class has been asked to help other students to learn about the importance of clean waterfor healthy fish. Students will read an article and watch a video, taking notes on these sources. Through these sources, students will learn about stormwaterpollution and how we can prevent it. They will also learn the importance of this phrase: Only rain down the drain! Essays will help other students to understand the importance of clean water for healthy fish! Includes Teacher directions and scoring notes

Students are asked to explain to another class what is required to start a vegetable garden. Students will watch a video and read an article about starting a vegetable garden, taking notes on these sources, and then write an informational essay. Includes Teacher directions and scoring notes.

Students are asked to present a speech at the opening of the River and Ocean Film Festival, explaining why marine debris is such a problem for wildlife. Use information from the video, the fact sheet, the infographic, and the data collected on the shoreline to outline a speech. The audience is visitors to the Washington Coast. Includes Teacher directions and scoring notes.