Each module covers one to three weeks of classroom instruction. The modules can be successfully implemented as a schoolwide progression, with each grade’s instruction building and deepening students’ knowledge and skill. Or modules can stand alone, and teachers can implement modules that address particular standards or benchmarks, as needed. Some teachers use these modules as part of their reading/language arts block; others teach the modules during the time allocated for social studies.
The modules in The NLP Civics Collection covers all of the civics benchmarks and teaching tasks (click here for civics benchmarks). The benchmarks are addressed through the teaching task or a mini-task within each module. Essential literacy standards (LAFS) are also addressed in each module (click here for the LAFS standards). In addition, the modules are designed to reinforce the instructional shifts needed for college and career readiness:
Building knowledge through content-rich texts,
Reading and writing grounded in evidence from text, and
Regular practice with complex text and its academic vocabulary.
Targeted Civics Instruction
Students gain in-depth knowledge of essential civics content and concepts.
Students read informational text, including primary and secondary sources, and use evidence-based writing to address a task.
Use of Literacy Support Strategies
Students engage in literacy support strategies as they read, write, and think through issues in civics.
Teachers gain knowledge of module implementation, disciplinary literacy strategies, the use of student work to inform instruction, and the instructional shifts needed to implement the Florida Standards.
Many Florida district content specialists, school level principals, and teachers participated in this project. In addition, the National Literacy Project, in collaboration with the Florida Joint Center for Citizenship, provided direction, guidance, and oversight for each module and the collection as a whole. Each module was field-tested by at least two teachers during January – May 2017. Systematic feedback was collected from 100+ teachers through a survey and virtual conversations. This feedback and expert assessment from the Literacy Design Collaborative national organization, were used to revise and refine the modules.
These modules are open source. You may download, copy, share, or modify them. If you have questions about their use, contact Dr. Judith Irvin. Enjoy!
NLP Civics Collection: Instructional Modules Designed to Help Students Improve Disciplinary Literacy Skills and Meet Civics and Literacy Standards
With funding from the Carnegie Council of New York, three books were written to contribute to moving the adolescent literacy agenda along. Taking Action on Adolescent Literacy: An Implementation Guide for School Leaders describes the Taking Action Literacy Leadership Model and how it can be implemented in schools and districts. Meeting the Challenge of Adolescent Literacy: Practical Ideas for Literacy Leaders identifies and addresses sixteen critical issues literacy leaders face while implementing a literacy action plan.Taking the Lead on Adolescent Literacy: Action Steps for Schoolwide Success describes the five stage Taking Action Literacy Leadership Process of developing, implementing, monitoring, and revising a literacy action plan.
NLP developed rubrics for use with schools and districts. The first seven were developed to accompany the Literacy Leadership Process described in Irvin, J., Meltzer, J., Dean, N., & Mickler, M. J. (2010). Taking the Lead on Adolescent Literacy: Action Steps for Schoolwide Success. Thousand Oaks, CA: Corwin Press.
Kati Person, Director of Teaching and Learning, Lake County, Florida encourages other educators to consider the insights and benefits that teachers experience after being trained by National Literacy Project Partners to incorporate LDC modules in their classrooms.
Maria Rooney, 8th grade ELA Teacher, Pasco County, Florida expresses her belief that any day in the classroom where the LDC Instructional Ladder is unfolding will become a “stellar day” where students are engaged and active learners.
Kati Pearson describes the increase in classroom rigor and expectations for student work after teachers designed and implemented LDC modules in their instruction. She reports a dramatic difference in the quality of student work products.