Literacy Design Collaborative
Teachers building literacy-saturated curricula

The Literacy Design Collaborative (LDC) empowers teachers to build meaningful assignments aligned to college- and career-readiness standards. Ultimately, teachers take ownership of their own professional growth to drive more powerful outcomes for their students – who take ownership for their own learning.

The LDC tools were designed by teachers, for teachers as a way to prepare students for the literacy demands of college and careers. They have been tested by thousands of educators. The teaching methods are now expanding to wider networks of teachers, schools and districts working together to develop and share assignments and modules.

LDC provides a common framework upon which teachers can individually or collaboratively build literacy-saturated curricula within their content area and for their focus topics. LDC’s framework and tools allow teachers to easily share, adopt, adapt, or obtain feedback on their work with colleagues from their schools, districts, states, or even across the country, thereby creating a true national community of teacher practice. 

LDC’s basic building block is a module, two to four weeks of instruction developed in four steps. LDC offers tools, support, and examples and invites teachers to make the professional choices that create effective designs for rich student learning.

Publication August 20182 pages(18V15)
Powerful Literacy Practices Quick Reference Guide

Powerful Literacy Practices
Use literacy-based assignments to support the learning of literacy and content standards

Teachers who adopt powerful literacy practices advance students’ reading, writing, speaking and listening skills and content achievement.

In every discipline, literacy-based assignments require students to read grade-level or higher texts and demonstrate their understanding of those texts in classroom discussions and a range of written products.

This quick-reference guide presents examples of teacher and student behaviors and learning artifacts found in classrooms that embrace six powerful literacy practices:

Blog post Samantha Durrance, SREB Policy Analyst

Diverse needs create a challenge for kindergarten teachers
How can states help their kindergarten teachers meet students where they are and boost learning for all?

Kindergarten is an important transition to the early grades. In fact, more and more teachers say kindergarten is the new first grade. Recent research by Bassok, Latham and Rorem backs this up. In 2016, these researchers examined differences in kindergarten expectations and teaching practices between 1998 and 2010.

Blog post Dave Madden, Guest Blogger
Bodies of Water graphic

Seven Literacy-Based Assignments for Social Studies Classrooms

Dave Madden

Last year, while teaching at Lakeside Middle School in Anderson County, South Carolina, my colleague Keri Compton and I came up with seven strategies specifically for social studies teachers. These mini-tasks, based on our Literacy Design Collaborative (LDC) training, use hands-on activities to build confidence and help students reflect on their learning while they’re improving their reading and writing skills. Here they are:

People, Objects, Settings, Engagement and Relationships

Blog post Anna Hasenkamp, Guest Blogger

Raise the Rigor
Strategies to Promote Reading Comprehension

Anna Hasenkamp

As a middle grades social studies teacher in Florence School District 1 — an area of South Carolina along I-95 known as the “Corridor of Shame” for its poverty and low-performing students — I have a theory. I believe all students benefit from rigorous, literacy-based classroom instruction, and students from poverty benefit the most. The ability to read and understand complex texts is the best way to distinguish students who are college and career ready from those who are not.

Blog post Quinton Granville Originally posted on the blog.

Building Life Skills in a Middle School Classroom

Quinton A. Granville was a seventh-grade social studies and reading teacher for Atlanta Public Schools when this blog entry was written. He is now a literacy consultant at SREB. 

Quinton Granville has been using the Literacy Design Collaboration framework in his seventh-grade classroom for nearly a year. He says he’s come a long way since he was introduced to LDC through a districtwide initiative.


Alabama Science Teacher Sets Higher Expectations Using Literacy Strategies

Reese Woytek Why did the deer cross the road? The usual answer to the joke is “to get to the other side.”

That question serves as a prompt for seventh-grade science students to start looking for answers through data-driven research and in-depth writing. Their teacher, Reese Woytek at Slocomb Middle School in Geneva County, Alabama, is using the instructional framework of the Literacy Design Collaborative (LDC). He received his LDC training in 2015. The Southern Regional Education Board is training teachers across Alabama, and Woytek’s experience is a perfect example of how LDC strategies can change teacher focus and impact students.

Publication Gene BottomsDecember 201554 pages(14V10-R15)

Students Step Up When Teachers and Leaders Transform Classrooms
Literacy Design Collaborative and Mathematics Design Collaborative

This publication describes how schools and teachers are using literacy and math strategies to engage students and prepare them for college and careers. Teachers and school leaders give first-hand accounts of their classroom experiences and share data on student achievement.