Description
Developing Core Literacy Proficiencies, Grade 9 , 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: “Education is the new currency” 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 22
Activity 5: Independent Reading and Research 26
Part 1: Formative Assessment Opportunities 28
Part 2: Questioning Texts 29
Activity 1: How Skillful Readers Approach Texts 31
Activity 2: Approaching a new Text 35
Activity 3: Analyzing Text with Text-Specific Questions 39
Activity 4: Posing Text-Specific Questions 41
Activity 5: Independent Writing 43
Part 2: Formative Assessment Opportunities 43
Part 3: Analyzing Details 45
Activity 1: Analyzing Textual Detail 47
Activity 2: Analyzing and Discussing Details across Texts 51
Activity 3: Explaining and Comparing Texts 53
Activity 4: Independent Reading 54
Part 3: Formative Assessment Opportunities 57
Part 4: Explaining Understanding 58
Activity 1: Introduction to Culminating Activities 61
Activity 2: Reading and Discussing Related Texts 61
Activity 3: Questioning and Analyzing Texts Independently 63
Activity 4: Writing a Text-Based Explanation 67
Part 4: Summative Assessment Opportunities 70
Part 5: Discussing Ideas 72
Activity 1: Understanding Text-Centered Discussions 75
Activity 2: Preparing for a Text-Centered Discussion 76
Activity 3: Leading a Text-Centered Discussion 77
Part 5: Summative Assessment Opportunities 78
Reading Closely for Textual Details Unit Texts 80
Reading Closely for Textual Details Literacy Toolbox 106
Reading Closely Media Supports 123
Unit 2: Making Evidence-Based Claims: “The unexamined life is not worth living” 125
Topic and Texts 126
Learning Progression 126
Sequencing Learning over Time and across Grade Levels 127
Outline 128
Introduction to the Making Evidence-Based Claims Literacy Toolbox 128
Literacy Skills and Academic Habits 129
Common Core State Standards Alignment 132
Part 1: Understanding Evidence-Based Claims 133
Activity 1: Introduction to the Unit 135
Activity 2: Independent Reading 137
Activity 3: Read Aloud and Class Discussion 140
Activity 4: Model the Forming of EBCs 142
Part 1: Formative Assessment Opportunities 144
Part 2: Making Evidence-Based Claims 145
Activity 1: Independent Reading to Find Supporting Evidence 147
Activity 2: Read Aloud and Class Discussion 148
Activity 3: Finding Supporting Evidence in Pairs 151
Activity 4: Class Discussion of EBCs 152
Activity 5: Forming EBCs in Pairs 153
Part 2: Formative Assessment Opportunities 154
Part 3: Organizing Evidence-Based Claims 155
Activity 1: Independent Reading and Forming EBCs 158
Activity 2: Comparing EBCs 160
Activity 3: Model the Organizing of EBCs 160
Activity 4: Deepening Understanding 162
Activity 5: Organizing EBCs in Pairs 164
Activity 6: Class Discussion of Student EBCs 165
Part 3: Formative Assessment Opportunities 165
Part 4: Writing Evidence-Based Claims 167
Activity 1: Model the Communication of an EBC through Writing 170
Activity 2: Model and Practice the Use of Questions and Criteria to Improve a Written EBC 171
Activity 3: Writing EBCs in Pairs 173
Activity 4: Reviewing and Improving Written EBCs 174
Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 176
Activity 6: Read Aloud and Class Discussion 176
Activity 7: Independent Writing of EBCs 177
Activity 8: Using Peer Feedback to Revise a Written EBC 177
Part 4: Formative Assessment Opportunities 178
Part 5: Developing Evidence-Based Writing 180
Activity 1: Independent Reading and Class Discussion of EBCs 183
Activity 2: Forming Global EBCs 184
Activity 3: Reviewing and Organizing EBCs 185
Activity 4: Independent Drafting of a Final EBC Essay 185
Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 186
Activity 6: Class Discussion of Final EBC Essays 188
Part 5: Summative Assessment 189
Making Evidence-Based Claims Unit Texts 191
Making Evidence-Based Claims Literacy Toolbox 201
Making Evidence-Based Claims Media Supports 222
Unit 3: Making Evidence-Based Claims about Literary Technique: “Macomber laughed, a very natural hearty laugh.” 223
Topic and Texts 224
Learning Progression 224
Sequencing Learning over Time and across Grade Levels 225
Outline 226
Introduction to the Making Evidence-Based Claims Literacy Toolbox 226
Literacy Skills and Academic Habits 227
Common Core State Standards Alignment 229
Part 1: Understanding Evidence-Based Claims 230
Activity 1: Introduction to Unit 232
Activity 2: Independent Reading 234
Activity 3: Read Aloud and Class Discussion 235
Activity 4: Model the Forming of EBCs 236
Part 1: Formative Assessment Opportunities 238
Part 2: Making Evidence-Based Claims About Literary Technique 239
Activity 1: Independent Reading to Find Supporting Evidence 242
Activity 2: Read Aloud and Class Discussion 243
Activity 3: Finding Supporting Evidence in Pairs 246
Activity 4: Class Discussion of EBCs 247
Activity 5: Forming EBCs in Pairs 248
Part 2: Formative Assessment Opportunities 248
Part 3: Organizing Evidence-Based Claims About Literary Technique 250
Activity 1: Independent Reading and Forming EBCs 253
Activity 2: Comparing EBCs 255
Activity 3: Model the Organizing of EBCs 255
Activity 4: Deepening Understanding 257
Activity 5: Organizing EBCs in Pairs 259
Activity 6: Class Discussion of Student EBCs 260
Part 3: Formative Assessment Opportunities 260
Part 4: Writing Evidence-Based Claims About Literary Technique 262
Activity 1: Model the Communication of an EBC through Writing 265
Activity 2: Model and Practice the Use of Questions and Criteria to Improve a Written EBC 266
Activity 3: Writing EBCs in Pairs 268
Activity 4: Reviewing and Improving Written EBCs 269
Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 271
Activity 6: Read Aloud and Class Discussion 271
Activity 7: Independent Writing of EBCs 272
Activity 8: Using Peer Feedback to Revise a Written EBC 272
Part 4: Formative Assessment Opportunities 273
Part 5: Developing Evidence-Based Writing 275
Activity 1: Independent Reading and Class Discussion of Global EBCs about Literary Technique 278
Activity 2: Forming Global EBCs about Literary Technique 279
Activity 3: Reviewing and Organizing EBCs 280
Activity 4: Independent Drafting of a Final EBC Essay 280
Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 281
Activity 6: Class Discussion of Final EBC Essays 283
Part 5: Summative Assessment 283
Making Evidence-Based Claims about Literary Technique Literacy Toolbox 286
Unit 4: Researching to Deepen Understanding: Music: What Role Does It
Play in Our Lives? 307
Sequencing Learning over Time and across Grade Levels 309
Outline 310
Introduction to the Researching to Deepen Understanding Literacy Toolbox 311
Literacy Skills and Academic Habits 312
How This Unit Aligns with CCSS for ELA and Literacy 314
Terms and Definitions Used in This Unit 315
Research Topics 316
Common Source Set 316
Source Search Locations 317
Part 1: Initiating Query 318
Activity 1: Introducing the Unit 321
Activity 2: Exploring a Topic 323
Activity 3: Conducting Pre-Searches 333
Activity 4: Vetting Areas of Investigation 338
Activity 5: Generating Inquiry Questions 340
Part 1: Formative Assessment Opportunities 342
Part 2: Gathering Information 345
Activity 1: Planning Searches for Information 348
Activity 2: Building an Initial Research Frame 352
Activity 3: Conducting Searches for Background Sources Using Inquiry Questions and Paths 354
Activity 4: Assessing Sources 355
Activity 5: Making and Recording Notes 359
Activity 6: Conducting Searches Independently 362
Activity 7: Reviewing and Revising the Research Frame 363
Part 2: Formative Assessment Opportunities 364
Part 3: Deepening Understanding 366
Activity 1: Selecting Key Sources 369
Activity 2: Analyzing a Source’s Perspective 369
Activity 3: Reading Key Sources Closely—Forming Claims 373
Activity 4: Writing Evidence-Based Claims about Sources 375
Part 3: Formative Assessment Opportunities 376
Part 4: Finalizing Inquiry 378
Activity 1: Addressing Inquiry Paths 381
Activity 2: Organizing Evidence 382
Activity 3: Evaluating Research 383
Activity 4: Refining and Extending Inquiry 385
Part 4: Formative Assessment Opportunities 386
Part 5: Developing and Communicating an Evidence-Based Perspective 388
Activity 1: Reviewing Research Portfolios 391
Activity 2: Communicating an Evidence-Based Perspective 391
Activity 3: Writing a Bibliography 399
Activity 4: Communicating a Final Evidence-Based Product (Optional) 399
Part 5: Summative Assessment Opportunities 401
Researching to Deepen Understanding Common Source Set 403
Researching to Deepen Understanding Literacy Toolbox 408
Unit 5: Building Evidence-Based Arguments: “What is the virtue of a proportional response?” 441
Topic and Texts—Terrorism 443
Learning Progression 443
Outline 444
Sequencing Learning over Time and across Grade Levels 444
Introduction to Building Evidence-Based Arguments Literacy Toolbox 445
How This Unit Teaches Vocabulary 446
Literacy Skills and Academic Habits 447
Common Core State Standards Alignment 449
Part 1: Understanding the Nature of an Issue 450
Activity 1: Introducing the Unit 452
Activity 2: Exploring the Issue 454
Activity 3: Deepening Understanding of the Issue 462
Activity 4: Questioning to Refine Understanding 469
Activity 5: Writing an EBC about the Nature of the Issue 470
Part 1: Formative Assessment Opportunities 471
Part 2: Analyzing Arguments 473
Activity 1: Understanding Argumentative Position 476
Activity 2: Identifying Elements of Argumentation 478
Activity 3: Delineating Arguments 481
Activity 4: Understanding Perspective 483
Activity 5: Delineating and Comparing Arguments 485
Activity 6: Delineating Additional Arguments 491
Activity 7: Writing to Analyze Arguments 491
Part 2: Formative Assessment Opportunities 492
Part 3: Evaluating Arguments and Developing a Position 494
Activity 1: Evaluating Arguments 497
Activity 2: Developing a Perspective and Position 500
Activity 3: Deepening Understanding 502
Activity 4: Using Others’ Arguments to Support a Position 502
Activity 5: Responding to Opposing Arguments 503
Part 3: Formative Assessment Opportunities 504
Part 4: Organizing an Evidence-Based Argument 506
Activity 1: Identifying Supporting Evidence 509
Activity 2: Developing and Sequencing Claims as Premises of the Argument 510
Activity 3: Organizing Evidence to Support Claims 511
Activity 4: Reviewing a Plan for Writing an Argument 512
Part 4: Formative Assessment Opportunities 513
Part 5: Developing Writing through a Collaborative Process 515
Activity 1: Strengthening Writing Collaboratively: Principles and Processes 518
Activity 2: Focus on Content: Ideas and Information 522
Activity 3: Focus on Organization: Unity, Coherence, and Logical Sequence 525
Activity 4: Focus on Support: Integrating and Citing Evidence 528
Activity 5: Additional Rounds of Focused Review and Revision 530
Part 5: Summative Assessment Opportunities 532
Building Evidence-Based Arguments Unit Texts 535
Building Evidence-Based Arguments Literacy Toolbox 537
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.