Organizing Instructional Tasks with Landing Pages

By Sara DeMartino

Institute for Learning

Organizing Instructional Tasks with Landing Pages

What is a Student-Centered Routine in ELA?

A student-centered routine in ELA is a sequence of actions that students are asked to take to develop a response to open-ended, text-based task.
This document shows the various elements of student-centered routines used during ELA instruction. We always recommend that students get an opportunity to capture their thinking in writing before being asked to share in pairs or with the larger groups. This practice offers students a chance to surface what they initially think, gives them a document to speak from as they share, and allows them to add to or revise their thinking.

Although we are not physically present in your districts, we’ve been working with and talking to many of you virtually throughout the fall. In reflecting on our conversations with you, it’s clear to us that teachers are leading the way in understanding how various online tools work to facilitate student-to-student and student-to-teacher interaction. You’ve found that how teachers provide students opportunities to interact with a text, share their thinking with a peer (either synchronously or asynchronously), share their thinking whole group, and then reflect on what they’ve learned should remain consistent whether students are in class or at home. Keeping the routine consistent and using online tools to facilitate interactions among students allows them to know what to expect, whether they are present in the classroom or at home. It also provides opportunities for students who are in the classroom to interact with students who may be learning at home.

Teachers have found great success using landing pages to organize learning for students across one text or across multiple texts in a unit. A landing page is a page on a website where students “land” to do their work or engage in a task. We’d like to share with you an example of a landing page designed for a sequence of work with the text, “The Censors” by Luisa Valenzuela. You can access the sample landing page here.

Why Landing Pages?

Landing pages, much like task sheets, provide students with both the why and the what of an instructional task. They support more equitable access to instructional activities by making expectations clear and providing step-by-step guidance for students as they engage in learning.

Landing pages provide the why by explaining to students the purpose of the work they will be engaging in during one task and across multiple tasks. Purpose statements help students see where they are going and help them to see that the task isn’t just busy work.


Purpose statements for an arc of work across one text and for a task.

Landing pages also provide students with the what–the steps they need to take to be successful with a task and the tools they need to help them along the way. If you’re familiar with our student-centered task sheets, then landing pages should feel pretty similar. Landing pages help to alleviate some of the “Miss, I don’t know what to do!” comments we often hear from students, and students report that they appreciate the consistency that working from a landing page provides (whether students are working at school or at home).

Setting Up a Landing Page

We used Google Sites for creating instructional landing pages because it’s easy to use (no coding required!) and plays nicely with other tools in Google Suite (i.e., Google Classroom). You can link directly to landing pages in Google Classroom and provide students with a calendar of when the work will be completed.


Once students navigate to the landing page, they will see that it includes links to sub-pages for each instructional task. For example, the first linked subpage for “The Censors” is the comprehension task.

Subpages are built to mirror paper task sheets. We strongly recommend that when planning an instructional task through a landing page, that you begin planning as if you were creating a paper task sheet and then take a step back to decide how you’ will facilitate the student-centered routines (Do you need to structure the routines for a class with students who are both in school and online? Are your students entirely asynchronous?) and how students will demonstrate their learning (Will students work in a collaborative slide deck? Will you add links to an assignment in Google Classroom?). This guide provides a few suggestions for translating student-centered routines to online spaces. You will notice that we’ve annotated the following images of the comprehension landing page to provide some insight into how we structured the comprehension task for the text, “The Censors.” This task was structured for a class that utilizes some synchronous time with students.

The comprehension subpage provides students with the purpose statement and information that students may need to help them engage with the task and text.
Each step of the task is provided for students as well as links to the applications or tools needed to complete the step.
In STEP 1, students are expected to add to a Jamboard to allow the teacher an opportunity to assess what students understand about censorship.

STEP 2 engages students with the text. This work is linked through Google classroom. It allows students to individually work through reading and annotating the text, while giving the teacher an opportunity to see how students interact with the reading.
In STEP 3, after reading the text, students are asked to complete a quick write in response to a comprehension question. Working asynchronously, students are asked to post the quick write to a Pear Deck presentation with the expectation that when the class meets for their synchronous time, students will share and discuss what they wrote.

STEP 4 is the final step in the work for the comprehension task. It lets students know that they will be expected to have steps 1-3 finished when they meet with the rest of the class online to collaborate around a slide deck that will be used during a virtual gallery walk and whole class discussion of the text.

We love hearing from our teachers!

  • How are you organizing online learning experiences for your students?
  • Have you tried landing pages? How are they working for your students?
  • What are some other digital tools that have proven useful for you and your students as you work together online?

Tell us your story here.

    Tagged with: ELA, Elementary, High School, High-Level Tasks / Curriculum, High-Leverage Teaching Practices, Middle School, Online Instruction, Reading / Comprehension, Writing