Developing Core Literacy Proficiencies, Grade 10

ISBN-13: 9781119192718 / Angielski / Miękka / 2016 / 672 str.

Odell Education,

Opis

The Developing Core Literacy Proficiencies program is an integrated set of English Language Arts/Literacy units spanning grades 6-12 that provide student-centered instruction on a set of literacy proficiencies at the heart of the Common Core State Standards (CCSS).

• Reading Closely for Textual Details
• Making Evidence-Based Claims
• Making Evidence-Based Claims about Literary Technique (Grades 9-12)
• Researching to Deepen Understanding
• Building Evidence-Based Arguments

The program approaches literacy through the development of knowledge, literacy skills, and academic habits. Throughout the activities, students develop their literacy along these three paths in an integrated, engaging, and empowering way. Knowledge The texts and topics students encounter in the program have been carefully selected to expose them to rich and varied ideas and perspectives of cultural significance. These texts not only equip students with key ideas for participating knowledgeably in the important discussions of our time, but also contain the complexity of expression necessary for developing college- and career-ready literacy skills. Literacy Skills The program articulates and targets instruction and assessment on twenty CCSS-aligned literacy skills ranging from -making inferences- to -reflecting critically.- Students focus on this set of twenty skills throughout the year and program, continually applying them in new and more sophisticated ways. Academic Habits The program articulates twelve academic habits for students to develop, apply, and extend as they progress through the sequence of instruction. Instructional notes allow teachers to introduce and discuss academic habits such as -preparing- and -completing tasks- that are essential to students' success in the classroom. The program materials include a comprehensive set of instructional sequences, teacher notes, handouts, assessments, rubrics, and graphic organizers designed to support students with a diversity of educational experiences and needs. The integrated assessment system, centered around the literacy skills and academic habits, allows for the coherent evaluation of student literacy development over the course of the year and vertically across all grade levels.

Spis treści

About Odell Education v

Acknowledgments vi

Developing Core Literacy Proficiencies: User Guide xiii

Unit 1: Reading Closely for Textual Details: Modern Battlefield 1

Topic and Texts 2

Learning Progression 2

Sequencing Learning over Time and across Grade Levels 3

Outline 4

Introduction to the Reading Closely Literacy Toolbox 4

Literacy Skills and Academic Habits 5

Common Core State Standards Alignment 7

Part 1: Understanding Close Reading 8

Activity 1: Introduction to the Unit 10

Activity 2: Attending to Details 13

Activity 3: Reading Closely for Details 17

Activity 4: Attending to Details in Multimedia 21

Activity 5: Independent Reading and Research 24

Part 1: Formative Assessment Opportunities 27

Part 2: Questioning Texts 28

Activity 1: How Skillful Readers Approach Texts 30

Activity 2: Approaching a New Text 35

Activity 3: Analyzing Text with Text–Specific Questions 38

Activity 4: Posing Text–Specific Questions 40

Activity 5: Independent Writing 42

Part 2: Formative Assessment Opportunities 42

Part 3: Analyzing Details 44

Activity 1: Analyzing Textual Detail 46

Activity 2: Analyzing and Discussing Details across Texts 50

Activity 3: Explaining and Comparing Texts 52

Activity 4: Independent Reading 54

Part 3: Formative Assessment Opportunities 56

Part 4: Explaining Understanding 57

Activity 1: Introduction to Culminating Activities 59

Activity 2: Reading and Discussing Related Texts 59

Activity 3: Questioning and Analyzing Texts Independently 61

Activity 4: Writing a Text–Based Explanation 65

Part 4: Summative Assessment Opportunities 68

Part 5: Discussing Ideas 70

Activity 1: Understanding Text–Centered Discussions 72

Activity 2: Preparing for a Text–Centered Discussion 73

Activity 3: Leading a Text–Centered Discussion 74

Part 5: Summative Assessment Opportunities 75

Reading Closely for Textual Details Unit Texts 77

Reading Closely Literacy Toolbox 129

Reading Closely Media Supports 146

Unit 2: Making Evidence–Based Claims: An audacious faith in the future of mankind 147

Topic and Texts 148

Learning Progression 148

Sequencing Learning over Time and across Grade Levels 149

Outline 149

Introduction to the Making Evidence–Based Claims Literacy Toolbox 150

Literacy Skills and Academic Habits 151

Common Core State Standards Alignment 153

Part 1: Understanding Evidence–Based Claims 154

Activity 1: Introduction to the Unit 156

Activity 2: Active Listening to the Speech 158

Activity 3: Independent Reading 159

Activity 4: Active Listening and Class Discussion 161

Activity 5: Model the Forming of EBCs 163

Part 1: Formative Assessment Opportunities 164

Part 2: Making Evidence–Based Claims 166

Activity 1: Independent Reading to Find Supporting Evidence 169

Activity 2: Active Listening and Class Discussion 170

Activity 3: Finding Supporting Evidence in Pairs 174

Activity 4: Class Discussion of EBCs 175

Activity 5: Forming EBCs in Pairs 176

Part 2: Formative Assessment Opportunities 177

Part 3: Organizing Evidence–Based Claims 178

Activity 1: Independent Reading and Forming EBCs 181

Activity 2: Comparing EBCs 183

Activity 3: Model the Organizing of EBCs 183

Activity 4: Deepening Understanding 185

Activity 5: Organizing EBCs in Pairs 188

Activity 6: Class Discussion of Student EBCs 188

Part 3: Formative Assessment Opportunities 189

Part 4: Writing Evidence–Based Claims 191

Activity 1: Model the Communication of an EBC through Writing 194

Activity 2: Model and Practice the Use of Questions and Criteria to Improve a Written EBC 195

Activity 3: Writing EBCs in Pairs 197

Activity 4: Reviewing and Improving Written EBCs 198

Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 200

Activity 6: Read Aloud and Class Discussion 201

Activity 7: Independent Writing of EBCs 202

Activity 8: Using Peer Feedback to Revise a Written EBC 203

Part 4: Formative Assessment Opportunities 204

Part 5: Developing Evidence–Based Writing 206

Activity 1: Independent Reading and Class Discussion of Global EBCs 210

Activity 2: Forming Global or Comparative EBCs 212

Activity 3: Reviewing and Organizing EBCs 212

Activity 4: Independent Drafting of a Final EBC Essay 213

Activity 5: Using the Collaborative, Criteria–Based Process to Improve Essays 214

Activity 6: Class Discussion of Final EBC Essays 216

Part 5: Summative Assessment 216

Making Evidence–Based Claims Unit Texts 219

Making Evidence–Based Claims Literacy Toolbox 234

Making Evidence–Based Claims Media Supports 254

Unit 3: Making Evidence–Based Claims about Literary Technique: One is alone, and he dies more alone. 255

Topic and Texts 256

Learning Progression 256

Sequencing Learning over Time and across Grade Levels 257

Outline 258

Introduction to the Making Evidence–Based Claims Literacy Toolbox 258

Literacy Skills and Academic Habits 259

Common Core State Standards Alignment 261

Part 1: Understanding Evidence–Based Claims About Literary Technique 262

Activity 1: Introduction to Unit 264

Activity 2: Independent Reading 267

Activity 3: Read Aloud and Class Discussion 269

Activity 4: Model the Forming of EBCs 271

Part 1: Formative Assessment Opportunities 273

Part 2: Making Evidence–Based Claims About Literary Technique 274

Activity 1: Independent Reading to Find Supporting Evidence 277

Activity 2: Read Aloud and Class Discussion 278

Activity 3: Finding Supporting Evidence in Pairs 281

Activity 4: Class Discussion of EBCs 283

Activity 5: Forming EBCs in Pairs 283

Part 2: Formative Assessment Opportunities 284

Part 3: Organizing Evidence–Based Claims About Literary Technique 286

Activity 1: Independent Reading and Forming EBCs 289

Activity 2: Comparing EBCs 291

Activity 3: Model Organizing EBCs 291

Activity 4: Deepening Understanding 293

Activity 5: Organizing EBCs in Pairs 295

Activity 6: Class Discussion of Student EBCs 295

Part 3: Formative Assessment Opportunities 296

Part 4: Writing Evidence–Based Claims About Literary Technique 298

Activity 1: Model the Communication of an EBC through Writing 301

Activity 2: Model and Practice the Use of Questions and Criteria to Improve a Written EBC 302

Activity 3: Writing EBCs in Pairs 304

Activity 4: Reviewing and Improving Written EBCs 305

Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 306

Activity 6: Read Aloud and Class Discussion 307

Activity 7: Independent Writing of EBCs 308

Activity 8: Using Peer Feedback to Revise a Written EBC 309

Part 4: Formative Assessment Opportunities 309

Part 5: Developing Evidence–Based Writing 311

Activity 1: Independent Reading and Class Discussion of Global EBCs about Literary Technique 315

Activity 2: Forming Global or Comparative EBCs about Literary Technique 316

Activity 3: Reviewing and Organizing EBCs 317

Activity 4: Independent Drafting of a Final EBC Essay 318

Activity 5: Using the Collaborative, Criteria–Based Process to Improve Essays 319

Activity 6: Class Discussion of Final EBC Essays 321

Part 5: Summative Assessment 321

Making Evidence–Based Claims about Literary Technique Unit Texts 324

Making Evidence–Based Claims about Literary Technique Literacy Toolbox 331

Making Evidence–Based Claims about Literary Technique Media Supports 352

Unit 4: Researching to Deepen Understanding: Computer Technology: What Is Its Impact on Society? 353

Learning Progression 354

Sequencing Learning over Time and across Grade Levels 355

Outline 356

Introduction to the Researching to Deepen Understanding Literacy Toolbox 357

Literacy Skills and Academic Habits 358

How This Unit Aligns with CCSS for ELA and Literacy 360

Terms and Definitions Used in This Unit 361

Research Topics 362

Common Source Set 362

Source Search Locations 363

Part 1: Initiating Inquiry 364

Activity 1: Introducing the Unit 367

Activity 2: Exploring a Topic 369

Activity 3: Conducting Pre–Searches 378

Activity 4: Vetting Areas of Investigation 384

Activity 5: Generating Inquiry Questions 385

Part 1: Formative Assessment Opportunities 388

Part 2: Gathering Information 390

Activity 1: Planning Searches for Information 393

Activity 2: Building an Initial Research Frame 397

Activity 3: Conducting Searches for Background Sources Using Inquiry Questions and Paths 399

Activity 4: Assessing Sources 400

Activity 5: Making and Recording Notes 404

Activity 6: Conducting Searches Independently 407

Activity 7: Reviewing and Revising the Research Frame 408

Part 2: Formative Assessment Opportunities 409

Part 3: Deepening Understanding 411

Activity 1: Selecting Key Sources 414

Activity 2: Analyzing a Source s Perspective 415

Activity 3: Reading Key Sources Closely Forming Claims 418

Activity 4: Writing EBCs about Sources 420

Part 3: Formative Assessment Opportunities 421

Part 4: Finalizing Inquiry 423

Activity 1: Addressing Inquiry Paths 426

Activity 2: Organizing Evidence 427

Activity 3: Evaluating Research 428

Activity 4: Refining and Extending Inquiry 430

Part 4: Formative Assessment Opportunities 431

Part 5: Developing and Communicating an Evidence–Based Perspective 433

Activity 1: Reviewing Research Portfolios 436

Activity 2: Communicating an Evidence–Based Perspective 436

Activity 3: Writing a Bibliography 444

Activity 4: Communicating a Final Evidence–Based Product (optional) 444

Part 5: Summative Assessment Opportunities 446

Researching to Deepen Understanding Common Source Set 448

Researching to Deepen Understanding Literacy Toolbox 453

Unit 5: Building Evidence–Based Arguments: Search Warrant 487

Topic and Texts 489

Learning Progression 489

Sequencing Learning over Time and across Grade Levels 490

Outline 491

Introduction to Building Evidence–Based Arguments Literacy Toolbox 491

How This Unit Teaches Vocabulary 493

Literacy Skills and Academic Habits 493

Common Core State Standards Alignment 495

Part 1: Understanding the Nature of an Issue 496

Activity 1: Introducing the Unit 498

Activity 2: Exploring the Issue 500

Activity 3: Deepening Understanding of the Issue 510

Activity 4: Questioning to Refine Understanding 520

Activity 5: Writing an EBC about the Nature of the Issue 521

Part 1: Formative Assessment Opportunities 522

Part 2: Analyzing Arguments 524

Activity 1: Understanding Argumentative Position 527

Activity 2: Identifying Elements of Argumentation 529

Activity 3: Delineating Arguments 532

Activity 4: Understanding Perspective 535

Activity 5: Delineating and Comparing Arguments 536

Activity 6: Delineating Additional Arguments 542

Activity 7: Writing to Analyze Arguments 543

Part 2: Formative Assessment Opportunities 544

Part 3: Evaluating Arguments and Developing a Position 546

Activity 1: Evaluating Arguments 549

Activity 2: Developing a Perspective and Position 552

Activity 3: Deepening Understanding 553

Activity 4: Using Others Arguments to Support a Position 554

Activity 5: Responding to Opposing Arguments 555

Part 3: Formative Assessment Opportunities 556

Part 4: Organizing an Evidence–Based Argument 558

Activity 1: Identifying Supporting Evidence 561

Activity 2: Developing and Sequencing Claims as Premises of the Argument 562

Activity 3: Organizing Evidence to Support Claims 563

Activity 4: Reviewing a Plan for Writing an Argument 564

Part 4: Formative Assessment Opportunities 565

Part 5: Developing Writing through a Collaborative Process 567

Activity 1: Strengthening Writing Collaboratively: Principles and Processes 570

Activity 2: Focus on Content: Ideas and Information 574

Activity 3: Focus on Organization: Unity, Coherence, and Logical Sequence 577

Activity 4: Focus on Support: Integrating and Citing Evidence 580

Activity 5: Additional Rounds of Focused Review and Revision 582

Part 5: Summative Assessment Opportunities 584

Building Evidence–Based Arguments Unit Texts 587

Building Evidence–Based Arguments Literacy Toolbox 590

All materials from the Literacy Toolbox are available as editable and printable PDFs at www.wiley.com/go/coreliteracy. Use the following password: odell2016.

O autorze

ODELL EDUCATION (OE) is dedicated to fostering creativity and critical thinking in students and the education community. OE has developed nationally validated and acclaimed literacy curricula and collaborates with schools, states and organizations on assessment design, curriculum development, and teacher training.

Blurb

Foster Creative and Critical Thinkers

The Developing Core Literacy Proficiencies Program is an integrated literacy curriculum for grades 6–12. This important resource provides teachers with lessons, activities, and assessments that help students acquire the skills needed to read closely for textual details, make evidence–based claims, research to deepen understanding, and build evidence–based arguments. These skills give students the ability to become independent, creative, and critical thinkers.

The Developing Core Literacy Proficiencies Program focuses on the development of three vital areas:

Knowledge: The texts and topics equip students with key ideas for participating knowledgeably in the important discussions of our time, but also contain the complexity of expression necessary for developing college– and career–ready literacy skills.

Literacy Skills: The program articulates and targets instruction and assessment on twenty CCSS–aligned literacy skills ranging from "making inferences" to "reflecting critically."

Academic Habits: The program articulates twelve academic habits, such as "listening" and "completing tasks," for students to develop, apply, and extend as they progress through the sequence of instruction.

Over the course of the program′s activities, students develop their literacy along these three paths in an integrated, engaging, and empowering way. In the Developing Core Literacy Proficiencies series, the text choices and purposeful sequence of instruction work to bring all students, including ELL students and those reading below grade level, into productive conversation and evidence–based writing.

A key component of the program is the Literacy Toolbox: a series of materials including handouts, graphic organizers, checklists, and rubrics that have been carefully designed to support student success. The approaches and materials of the program have also been designed to develop literacy in content areas beyond English Language Arts. Teachers in fields like the Humanities, Art, Science, and Social Studies can use the processes and materials in their own curricular context to provide a coherent and powerful school–wide approach to literacy development across disciplines.