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How to Write an LDC Module with
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Logging in… www.modulecreator.com • Click to edit Master text styles
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– Second level – Third level • Fourth level – Fifth level
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“Create a Module”
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• Click to edit Master text styles – Second level – Third level • Fourth level – Fifth level
Select “Literacy Design Collaborative Template” 3
OVERVIEW Step 1: Basic Information
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• Enter the basic information for your module (title, discipline, grade, etc.) • Overview – Note to teacher about the context of the module and what students will learn throughout the module.
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OVERVIEW (cont.) Step 2:
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• Your name is automatically included as the module author.
Manage Authors • You may add other authors.
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WHAT TASK?
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• Select Writing Type and Text Structure.
Step 3:
• To select a template, click on the blue words of the template. Teaching Task • Click on the red highlighted pieces of the template to input content. • Adjust “levels” by clicking on the L2, L3 options if available.
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WHAT TASK? (cont.)
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• Enter the texts students will use to respond to the task. You can also enter texts that are Step 4: intended for teachers to use as background Reading Texts information. • *** There is a TEXT SEARCH TOOL that can be located in the Instruction Tab. See slide ___.
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WHAT TASK? (cont.)
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• Background - written to students.
Step 5: Background
• Extension Activity – Optional activity that can take place after the module to demonstrate further learning.
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WHAT TASK? (cont.) Step 6: LDC Rubric
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• The rubric is automatically included in the module. The rubric can’t be changed.
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WHAT TASK? (cont.) Step 7: Standards
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• CCSS: Reading, Writing, Speaking, and Listening • There are some CCSS that are “hardwired” into your task and automatically included in this step. Look through the list of CCSS and decide what additional standards you will address in your module.
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WHAT SKILLS?
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• Skills are organized into clusters.
Step 8: Organization
Skill Clusters
• Module Creator has included a template for a logical way to cluster skills, but you may change them if you like by clicking on the pencil button in the top right of the skill cluster.
Edit Edit
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WHAT SKILLS? (cont.)
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• Skills must start with “Ability to…”
Step 9: Specific Skills
• The skills are what students will need to learn in order to accomplish the task. They can be changed by using the trash, pencil, and plus sign buttons in the top right corner. The cross button allows you to drag and re-locate the skill.
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WHAT INSTRUCTION? Step 10:
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• In this step you will design the instruction for each skill. These are called “mini-tasks”.
• To EDIT the mini-task, click on the pencil Overview: button in the bottom right corner of the box. Skill/Mini-tasks • To ADD a mini-task click on the plus button in the top right corner of the box.
You design the …. Product Prompt Pacing Scoring Guide Instructional Strategies
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WHAT INSTRUCTION? Step 11: Add Resources
(cont.)
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• ***TEXT SEARCH TOOL – Click on “Digital Articles” to search for texts by lexile, subject, and/or keyword. • Also included: Upload Resources, Keywords, and links.
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WHAT RESULTS? Step 12: Classroom Assessment Task and Rubric
Step 13: Exemplar Work
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• Optional – you can create a formal assessment to assess student learning when asked to complete a task independently
• Upload samples of student work after the module is taught.
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REVIEW Step 14: Actions
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• Publish – Publishing your module allows others on Module Creator to see your module. You can always “un-publish” if you change your mind. • Clone – This tool allows you to clone modules created by other teachers and edit them to use in your own classroom.
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