LDC Big Bank Task Template Collection Grades 6-12

Sep 11, 2026

Uploaded by Pentious

A set of task templates for grades 6–12 aligned to Literacy Design Collaborative (LDC) Big Bank tasks using CCSS anchor standards. It provides structured writing prompts for multiple disciplines, specifying what students should do after reading literary, informational, primary/secondary, or science/technical texts. Each template emphasizes citing textual evidence, drawing inferences, identifying central ideas or themes, and producing objective summaries, with optional guiding questions across grade bands and reading types.

LanguageEnglish

CategoryPresentations

FormatPDF

Pages18

Reading Time6 min

AccessFree to download

R1 Anchor Standard

Writing in Response to R1

Grades 6–12 Task Templates by Reading Type

R2 Anchor Standard

Writing in Response to R2

Theme and Central Idea Tasks

LDC Big Bank Task Template Collection Grades 6-‐12 R1 LDC Task Templates by Discipline (CCSS Version) Writing in Response to R1 Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | RL1 | RI/E1 | RHSS1 | RST1 | | --- | --- | --- | --- | | 6. [Insert optional question] After reading (literary text), write (product) in which you cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | 6. [Insert optional question] After reading (informational text), write (product) in which you cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | 6–8. [Insert optional question] After reading (primary and/or secondary source), write ___(product) in which you cite specific textual evidence to support analysis of the texts. | 6–8. [Insert optional question] After reading (science, technical text), write (product) in which you cite specific textual evidence to support analysis of the texts. | | 7. [Insert optional question] After reading______(literary text), write (product) in which you cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | 7. [Insert optional question] After reading (text), write (product) in which you cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | | | | 8. [Insert optional question] After reading (literary text), write (product) in which you cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. | 8. [Insert optional question] After reading (text), write (product) in which you cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. | | | Literacy Design Collaborative D R A F T: June 2014 1 LDC Big Bank Task Template Collection Grades 6-‐12 R1 | 9–10. [Insert optional question] After reading (literary text), write (product) in which you cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | 9–10. [Insert optional question] After reading (text), write ___ (product) in which you cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | 9–10. [Insert optional question] After reading (primary/secondary source/text), write (product) in which you cite specific textual evidence to support analysis of text, attending to such features asthe date and origin of information. | 9–10. [Insert optional question] After reading_________ (science, technical text), write ______ (product) in which you cite specific textual evidence to support analysis of the text, attending to the precise details of explanations or descriptions. | | --- | --- | --- | --- | | 11–12. [Insert optional question] After reading (literary text), write (product) in which you cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Discuss where the text leaves matters uncertain. | 11–12. [Insert optional question] After reading (text), write (product) in which you cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Discuss where the text leaves matters uncertain. | 11–12. [Insert optional question] After reading (primary, secondary
text/source), write (product) in which you cite specific textual evidence to support analysis of the text, connecting insights

FAQs

What standards do these task templates align to?

They align to Literacy Design Collaborative (LDC) Big Bank task templates using CCSS anchor standards R1 and R2.

How do the templates structure tasks after reading?

Each prompt tells students what to write after reading a specified text type and requires supporting responses with textual evidence and logical inferences.

What skills do the R2 templates emphasize?

R2 templates focus on determining central ideas or themes, analyzing how they develop, and summarizing key supporting details objectively.

Sep 11, 2026

Uploaded by Pentious