Description
Developing Core Literacy Proficiencies, Grade 10 , Teacher Edition
Author: Odell Education
Language: EnglishKeywords
Developing Core Literacy Proficiencies
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Description
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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.
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.
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.