The LDC model was developed in 2009 with funding from the Bill and Melinda Gates Foundation to help ensure students nationwide would be college and career ready in light of the Common Core State Standards. Experts from various backgrounds collaborated on the LDC model, which uses literacy tasks, skills, standards, instruction, and assessment results to promote literacy development. The model provides task templates that embed these concepts into 2-4 week modules. While the templates can't be altered, teachers have flexibility in choosing tasks, texts, activities, and assessments. The document focuses on how the LDC writing component could increase 4th grade writing achievement and impact reading achievement through the process.

2. AHH, Writing

3. THE LDC MODEL
WWW.LITERACYDESIGNCOLLABORATIVE.ORG
To offer some background on this model for understanding, The LDC (Literacy Design
Collaborative) began in 2009 with funding by the Bill and Melinda Gates
Foundation. After the adoption of the Common Core State Standards by 45 states
in the U.S., there was urgency to make sure that students across America were
college and career ready. There is a special urgency for literacy. With literacy as
the focus, a variety of experts collaborated on the LDC model to create what is
known as the LDC task template.
This model uses literacy tasks, skills, standards, instruction, and results to foster
literacy. Task templates are used that embed all of the above concepts into what
is recommended as two to four week modules. Although the task template has fill
in the blank statements that cannot be changed, the teacher still has the
creativity in the type of task, type of text, activities, and summative assessment
that can be used throughout the modules.
http://ldc.org/sites/default/files/LDC-Elementary-Template-Tasks-v1.pdExplain

4. In what ways will using
the writing component
of the LDC Model
increase my fourth
grade students’
writing achievement,
as well as how will the
process of using the
LDC writing
component affect
reading achievement?
MY FOCUS

5. THE PROCESS
• Identified a focus area
• Pulled references, literature to support relevance
• Time frame (4 weeks)
• Planning Outline
• Implementation (Pre Survey, Reading of text, Student
journaling, Writing (graphic organizer, book review, Final
Essay)
• Observations, anecdotal notes, reflection logs
• Data analysis (Post Survey, Essays, Benchmark comparisons)

6. THE RESULTS
After carrying out the AR process within my classroom, the following was founded:
• Ability to use graphic organizer for writing
• Pulling text evidence into writing
• Improvement in reading performance
• Need to use rubrics more frequently for understanding
• Students did make progress in writing but are still developing
• It is still a work in progress