Developing Core Literacy Proficiencies, Grade 12

Publication year： 2016

E-ISBN: 9781119192541

P-ISBN(Paperback): 9781119192510

Subject： G632.3 Course

Keyword： Developing Core Literacy Proficiencies Reading Closely for Textual Details Making Evidence-Based Claims Making Evidence-Based Claims about Literary Technique Researching to Deepen Understanding Building Evidence-Based Arguments English Language Arts program literacy program middle school English high-school English student-centered instruction Common Core State Standards CCSS literacy skills literacy habits literacy activities reading habits reading skills reading activities m

Language： ENG

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Description

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.

Chapter

Cover

Title Page

About Odell Education

Acknowledgments

Contents

Developing Core Literacy Proficiencies: User Guide

A Proficiency-Based Approach to Developing Literacy

Literacy Skills and Academic Habits—Teacher Versions

Literacy Skills and Academichabits—Student Versions

The Literacy Toolbox

A Question-Based Approach to Reading: Questioning Paths

Text-Centered Discussions

Text-Based Writing

A Skills-Based Approach to Assessment and Evaluation

Alignment of Targeted CCSS with OE Skills and Habits

Media Supports

Electronic Supports and Versions of Materials

Unit 1: Reading Closely for Textual Details: “A wall of separation”

Topic and Texts

Learning Progression

Sequencing Learning Over Time and Across Grade Levels

Outline

Introduction to the Reading Closely Literacy Toolbox

Literacy Skills and Academic Habits

Common Core State Standards Alignment

Part 1: Understanding Close Reading

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Introduction to the Unit

Activity 2: Attending to Details

Activity 3: Reading Closely for Details

Activity 4: Attending to Details in Multimedia

Activity 5: Independent Reading and Research

Part 1: Formative Assessment Opportunities

Part 2: Questioning Texts

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: How Skillful Readers Approach Texts

Activity 2: Approaching a New Text

Activity 3: Analyzing Text withText-Specific Questions

Activity 4: Posing Text-Specific Questions

Activity 5: Independent Writing

Part 2: Formative Assessment Opportunities

Part 3: Analyzing Details

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Analyzing Textual Detail

Activity 2: Analyzing and Discussing Details across Texts

Activity 3: Explaining and Comparing Texts

Activity 4: Independent Reading

Part 3: Formative Assessment Opportunities

Part 4: Explaining Understanding

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Introduction to the Culminating Activities

Activity 2: Reading and Discussing Related Texts

Activity 3: Questioning and Analyzing Texts Independently

Activity 4: Writing a Text-Based Explanation

Part 4: Summative Assessment Opportunities

Part 5: Discussing Idea

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Understanding Text-Centered Discussions

Activity 2: Preparing for a Text-Centered Discussion

Activity 3: Leading a Text-Centered Discussion

Part 5: Summative Assessment Opportunities

Reading Closely for Textual Details Unit Texts

Reading Closely for Textual Details: Literacy Toolbox

Reading Closely Graphic

Reading Closely : Guiding Questions

Attending to Details Handout

Reading Closely Final Writing and Discussion Task Handout

Questioning Path Tool

Approaching Texts Tool

Analyzing Details Tool

Part 4: Text-Based Explanation Literacy Skills Checklist

Part 5: Text-Centered Discussion Academic Habits Checklist

Reading Closely Targeted Literacy Skills

Reading Closely Academic Habits Developed

Reading Closely Literacy Skills and Discussion Habits Rubric

Student Reading Closely Literacy Skills and Discussion Habits Checklist

Reading Closely Media Supports

Unit 1b: Reading Closely for Textual Details—Additional Text Set: “And Life steps almost straight”

Topic and Texts

Sequencing This Unit in the Developing Core Literacy Proficiencies Program

Outline

Introduction to the Reading Closely Literacy Toolbox

Literacy Skills and Academic Habits

Common Core State Standards Alignment

Part 1: Understanding Close Reading

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Text 1 (Activity 2: Attending to Details)

Text 2 (Activity 3: Reading Closely for Details)

Text 3 (Activity 4: Attending to Details in Multimedia)

Text 4 (Activity 5: Independent Reading and Research)

Part 2: Questioning Texts

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Text 2 (Activity 1: How Skillful Readers Approach Texts)

Text 5 (Activity 2: Approaching a New Text)

Part 3: Analyzing Details

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Text 6 (Activity 1: Analyzing Textual Detail)

Texts 5 and Text 6 (Activity 2: Analyzing and Discussing Details Across Texts)

Part 4: Explaining Understanding

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Texts 7, 8, and 9 (Activity 2: Reading and Discussing Related Texts)

Part 5: Discussing Ideas

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Reading Closely for Textual Details Unit Texts

Reading Closely for Textual Details: Literacy Toolbox

Reading Closely Graphic

Reading Closely : Guiding Questions

Attending to Details Handout

Reading Closely Final Writing and Discussion Task Handout

Questioning Path Tool

Approaching Texts Tool

Analyzing Details Tool

Part 4: Text-based Explanation Literacy Skills Checklist

Part 5: Text-Centered Discussion Academic Habits Checklist

Reading Closely Targeted Literacy Skills

Reading Closely Academic Habits Developed

Reading Closely Literacy Skills and Discussion Habits Rubric

Student Reading Closely Literacy Skills and Discussion Habits Checklist

Reading Closely Media Supports

Unit 2: Making Evidence-Based Claims: “We have every right to dream heroic dreams”

Topic and Texts

Learning Progression

Sequencing Learning over Time and across Grade Levels

Outline

Introduction to the Making Evidence-Based Claims Literacy Toolbox

Literacy Skills and Academic Habits

Common Core State Standards Alignment

Part 1: Understanding Evidence-Based Claims

Literacy Skills

Academic HabitS

Alignment to CCSS

Activities

Activity 1: Introduction to the Unit

Activity 2: Independent Reading

Activity 3: Read Aloud and Class Discussion

Activity 4: Model the Forming of EBCs

Part 1: Formative Assessment Opportunities

Part 2: Making Evidence-Based Claims

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Independent Reading to Find Supporting Evidence

Activity 2: Read Aloud and Class Discussion

Activity 3: FindING Supporting Evidence in Pairs

Activity 4: Class Discussion of EBCs

Activity 5: Forming EBCs in Pairs

Part 2: Formative Assessment Opportunities

Part 3: Organizing Evidence-Based Claims

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Independent Reading and Forming EBCs

Activity 2: Comparing EBCs

Activity 3: Model Organizing EBCs

Activity 4: Deepening Understanding

Activity 5: Organizing EBCs in Pairs

Activity 6: Class Discussion of Student EBCs

Part 3: Formative Assessment Opportunities

Part 4: Writing Evidence-Based Claims

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Model the Communication of an EBC through Writing

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

Activity 3: Writing EBCs in Pairs

Activity 4: Reviewing and Improving Written EBCs

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

Activity 6: Read Aloud and Class Discussion

Activity 7: Independent Writing of EBCs

Activity 8: Using Peer Feedback to Revise a Written EBC

Part 4: Formative Assessment Opportunities

Part 5: Developing Evidence-Based Writing

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Independent Reading and Class Discussion of Global EBCs

Activity 2: Forming Global or Comparative EBCs

Activity 3: Reviewing and Organizing EBCs

Activity 4: Independent Drafting of a Final EBC Essay

Activity 5: Using the Collaborative, Criteria-Based Process to Impro ve Essays

Activity 6: Class Discussion of Final EBC Essays

Part 5: Summative Assessment

Making Evidence-Based Claims Unit Texts

Making Evidence-Based Claims: Literacy Toolbox

Writing Evidence-Based Claims

Making Evidence-Based Claims Final Writing Tasks

Forming Evidence-Based Claims Tool

Supporting Evidence-Based Claims Tool

Organizing Evidence-Based Claims Tool (2 Points)

Organizing Evidence-Based Claims Tool (3 Points)

Model Organizing Evidence-Base Claims Tool—Clinton

Model Organizing Evidence-Based Claims Tool—Reagan

Questioning Path Tool

Part 3: Student Academic Habits Checklist

Part 4: Student Academic Habits Checklist

Making Evidence-Based Claims Targeted Literacy Skills

Making Evidence-Based Claims Academic Habits Developed

Making Evidence-Based Claims Literacy Skills Rubric

Student Making Evidence-Based Claims Literacy Skills Checklist

Student Making Evidence-Based Claims Academic Habits Checklist

Making Evidence-Based ClaiMs Media Supports

Unit 3: Making Evidence-Based Claims about Literary Technique: “I could hear everyone’s heart”

Topic and Texts

Learning Progression

Sequencing Learning over Time and across Grade Levels

Outline

Introduction to the Making Evidence-Based Claims Literacy Toolbox

Literacy Skills and Academic Habits

Common Core State Standards Alignment

Part 1: Understanding Evidence-Based Claims about Literary Technique

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Introduction to the Unit

Activity 2: Independent Reading

Activity 3: Read Aloud and Class Discussion

Activity 4: Model the Forming of EBCs

Part 1: Formative Assessment Opportunities

Part 2: Making Evidence-Based Claims About Literary Technique

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Independent Reading to Find Supporting Evidence

Activity 2: Read Aloud and Class Discussion

Activity 3: Forming EBCs in Pairs

Activity 4: Class Discussion of EBCs

Activity 5: Forming EBCs

Part 2: Formative Assessment Opportunities

Part 3: Organizing Evidence-Based Claims About Literary Technique

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Independent Reading and Forming EBCs

Activity 2: Comparing EBCs

Activity 3: Model Organizing EBCs

Activity 4: Deepening Understanding

Activity 5: Organizing EBCs in Pairs

Part 3: Formative Assessment Opportunities

Part 4: Writing Evidence-Based Claims About Literary Technique

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Model the Communication of an EBC through Writing

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

Activity 3: Writing EBCs in Pairs

Activity 4: Review ing and Improving Written EBCs

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

Activity 6: Read Aloud and Class Discussion

Activity 7: Independent Writing of EBCs

Activity 8: Using Peer Feedback to Revise a Written EBC

Part 4: Formative Assessment Opportunities

Part 5: Developing Evidence-Based Writing

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

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

Activity 2: Forming Global EBCs About Literary Technique

Activity 3: Reviewing and Organizing EBCs

Activity 4: Independent Drafting of Final EBC Essay

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

Activity 6: Class Discussion of Final EBC Essays

Part 5: Summative Assessment

Making Evidence-Based Claims About Literary Technique Unit Text

Making Evidence-Based Claims: Literacy Toolbox

Writing Evidence-Based Claims

Making Evidence-Based Claims About Literary Technique Final Writing Tasks

Forming Evidence-Based Claims Tool

Supporting Evidence-Based Claims Tool

Organizing Evidence-Based Claims Tool (2 Points)

Organizing Evidence-Based Claims Tool (3 Points)

Model Organizing Evidence-Based Claims Tool (2 Points)—Carver

Model Organizing Evidence-Based Claims Tool (3 Points)—Carver

Questioning Path Tool

Part 3: Student Academic Habits Checklist

Part 4: Student Academic Habits Checklist

Making Evidence-Based Claims Targeted Literacy Skills

Making Evidence-Based Claims Academic Habits Developed

Making Evidence-Based Claims Literacy Skills Rubric

Student Making Evidence-Based Claims Literacy Skills Checklist

Student Making Evidence-Based Claims Academic Habits Checklist

Making Evidence-Based Claims About Literary Technique Media Supports

Unit 4: Researching to Deepen Understanding: “Design: How Does It Influence Innovation and Progress?”

Learning Progression

Sequencing Learning over Time and across Grade Levels

Outline

Introduction to the Researching to Deepen Understanding Literacy Toolbox

Literacy Skills and Academic Habits

How This Unit Aligns with CCSS for ELA and Literacy

Terms and Definitions Used in This Unit

Research Topics

Common Source Set

Part 1: Initiating Inquiry

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Introducing the Unit

Activity 2: Exploring a Topic

Activity 3: Conducting Pre-searches

Activity 4: Vetting Areas of Investigation

Activity 5: Generating Inquiry Questions

Part 1: Formative Assessment Opportunities

Part 2: Gathering Information

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Planning Searches for Information

Activity 2: Building an Initial Research Frame

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

Activity 4: Assessing Sources

Activity 5: Making and Recording Notes

Activity 6: Conducting Searches Independently

Activity 7: Reviewing and Revising the Research Frame

Part 2: Formative Assessment Opportunities

Part 3: Deepening Understanding

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Selecting Key Sources

Activity 2: Analy zing a Source’s Perspective

Activity 3: Reading Key Sources Closely —Forming Claims

Activity 4: Writing EBCs About Sources

Part 3: Formative Assessment Opportunities

Part 4: Finalizing Inquiry

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Addressing Inquiry Paths

Activity 2: Organizing Evidence

Activity 3: Evaluating Research

Activity 4: Refining and Extending Inquiry

Part 4: Formative Assessment Opportunities

Part 5: Developing and Communicating an Evidence-Based Perspective

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Reviewing Research Portfolios

Activity 2: Communicating an Ev idence-Based Perspective

Activity 3: Writing a Bibliography

Activity 4: Communicating a Final Evidence-Based Product

Part 5: Summative Assessment Opportunities

Researching to Deepen Understanding Common Source Set

Design: How Does It Influence Innovation and Progress?

Additional Resources in the Topic Area

Researching to Deepen Understanding: Literacy Toolbox

Teacher Research Unit Guide

Student Research Plan

Student Research Portfolio Description

Researching to Deepen Understanding—Final Tasks

Posing Inquiry Questions

Assessing Sources

Connecting Ideas Handout

Approaching Texts Tool

Questioning Path Tool

Analy zing Details Tool

Exploring a Topic Tool

Potential Sources Tool

Research Frame Tool

Taking Notes Tool

Forming Evidence-Based Claims Research Tool

Organizing Evidence-Based Claims Research Tool (2 Points)

Organizing Evidence-Based Claims Research Tool (3 Points)

Part 1 Research Evaluation Criteria Checklist

Part 2 Peer Evaluation of Research

Part 3 Revising Research

Area Evaluation Checklist

Researching to Deepen Understanding Targeted Literacy Skills

Researching to Deepen Understanding Academic Habits Developed

Researching to Deepen Understanding Literacy Skills and Academic Habits Rubric

Student Researching to Deepen Understanding Literacy Skills and Academic Habits Checklist

Unit 5: Building Evidence-Based Arguments: “Do to others as you would have them do to you”

Unit Overview

Topic and Texts

Learning Progression

Outline

Sequencing Learning over Time and across Grade Levels

Introduction to Building Evidence-Based Arguments Literacy Toolbox

How This Unit Teaches Vocabulary

Literacy Skills and Academic Habits

Common Co re State Standards Alignment

Part 1: Understanding the Nature of an Issue

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Introducing the Unit

Activity 2: Exploring the Issue

Activity 3: Deepening Understanding of the Issue

Activity 4: Questioning to Refine Understanding

Activity 5: Writing an EBC About the Nature of the Issue

Part 1: Formative Assessment Opportunities

Part 2: Analyzing Arguments

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Understanding an Argumentative Position

Activity 2: Identifying Elements of Argumentation

Activity 3: Delineating Arguments

Activity 4: Understanding Perspective

Activity 5: Delineating And Comparing Arguments

Activity 6: Delineating Additional Arguments

Activity 7: Writing to Analyze Arguments

Part 2: Formative Assessment Opportunities

Part 3: Evaluating Arguments and Developing a Position

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Evaluating Arguments

Activity 2: Developing a Perspective and Position

Activity 3: Deepening Understanding

Activity 4: Using Others’ Arguments to Support a Position

Activity 5: Responding to Opposing Arguments

Part 3: Formative Assessment Opportunities

Part 4: Organizing an Evidence-Based Argument

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Planning an Argument—Identifying Supporting Evidence

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

Activity 3: Organizing Evidence to Support Claims

Activity 4: Reviewing a Plan for Writing an Argument

Part 4: Formative Assessment Opportunities

Part 5: Developing Writing through a Collaborative Process

Literacy Skills

Academic Habits

Alignment to CCSS

Activities

Activity 1: Strengthening Writing Collaboratively: Principles and Processes

Activity 2: Focus on Content: Ideas and Information

Activity 3: Focus on Organization: Unity, Coherence, and Lo gical Sequence

Activity 4: Focus on Support: Integrating and Citing Evidence

Activity 5: Additional Ro unds of Focused Review and Revision

Part 5: Summative Assessment Opportunities

Building Evidence-Based Arguments Unit Texts

Building Evidence-Based Arguments: Literacy Toolbox

Evidence-Based Arguments Terms

Building Evidence-Based Arguments—Final Writing Task

Delineating Arguments Tool

Evaluating Arguments Tool

Questioning Path Tool

Forming Evidence-Based Claims Tool (EBA)

Organzing Evidene-Based Claims Tool (2 Points)

Organzing Evidene-Based Claims Tool (3 Points)

Part 3: Habits-Based Text-Centered Discussion Checklist

Part 3: Peer Review of Positions Checklist

Part 4: Plan for Writing an Argument Checklist

Building Evidence-Based Arguments Targeted Literacy Skills

Building Evidence-Based Arguments Academic Habits Developed

Building Evidence-Based Arguments Literacy Skills and Academic Habits Rubric

Notes

EULA

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