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It provides structured writing prompts for multiple disciplines, specifying what students should do after reading literary, informational, primary/secondary, or science/technical texts. 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[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. |\n| 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. |  |  |\n| 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. |  |  |\n\nLiteracy Design Collaborative D R A F T: June 2014 1  \nLDC Big Bank Task Template Collection Grades 6-­‐12  \nR1  \n\n| 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. |\n| --- | --- | --- | --- |\n| 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\u003Cbr>text/source), write  (product) in which you cite specific textual evidence to support analysis of the text, connecting insights ","cbCaifa9qNXuiZKM","https://ap.wps.com/l/cbCaifa9qNXuiZKM","pdf",252573,"English","# R1 Anchor Standard\n## Writing in Response to R1\n## Grades 6–12 Task Templates by Reading Type\n# R2 Anchor Standard\n## Writing in Response to R2\n## Theme and Central Idea Tasks","[{\"question\":\"What standards do these task templates align to?\",\"answer\":\"They align to Literacy Design Collaborative (LDC) Big Bank task templates using CCSS anchor standards R1 and R2.\"},{\"question\":\"How do the templates structure tasks after reading?\",\"answer\":\"Each prompt tells students what to write after reading a specified text type and requires supporting responses with textual evidence and logical inferences.\"},{\"question\":\"What skills do the R2 templates emphasize?\",\"answer\":\"R2 templates focus on determining central ideas or themes, analyzing how they develop, and summarizing key supporting details objectively.\"}]","LDC Big Bank Task Template Collection Grades 6-12 | PDF",1789156881,6]