Developing Core Literacy Proficiencies, Grade 11 , Teacher Edition

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.

Acknowledgments vi

Developing Core Literacy Proficiencies: User Guide xiii

Unit 1: Reading Closely for Textual Details: “Lay down all my joys” 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 37

Activity 3: Analyzing Text with Text-Specific Questions 40

Activity 4: Posing Text-Specific Questions 42

Activity 5: Independent Writing 44

Part 2: Formative Assessment Opportunities 44

Part 3: Analyzing Details 46

Activity 1: Analyzing Textual Detail 48

Activity 2: Analyzing and Discussing Details Across Texts 52

Activity 3: Explaining and Comparing Texts 54

Activity 4: Independent Reading 55

Part 3: Formative Assessment Opportunities 58

Part 4: Explaining Understanding 59

Activity 1: Introduction to the 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 74

Activity 2: Preparing for a Text-Centered Discussion 75

Activity 3: Leading a Text-Centered Discussion 76

Part 5: Summative Assessment Opportunities 77

Reading Closely for Textual Details Unit Texts 79

Reading Closely Literacy Toolbox 106

Reading Closely Media Supports 124

Unit 2: Making Evidence-Based Claims: “One ever feels his twoness” 125

Topic and Texts 126

Learning Progression 126

Outline 127

Sequencing Learning over Time and across Grade Levels 127

Introduction to the Making Evidence-Based Claims Literacy Toolbox 128

Literacy Skills and Academic Habits 129

Common Core State Standards Alignment 131

Part 1: Understanding Evidence-Based Claims 132

Activity 1: Introduction to the Unit 134

Activity 2: Independent Reading 136

Activity 3: Read Aloud and Class Discussion 139

Activity 4: Model the Forming of EBCs 141

Part 1: Formative Assessment Opportunities 143

Part 2: Making Evidence-Based Claims 144

Activity 1: Independent Reading to Find Supporting Evidence 146

Activity 2: Read Aloud and Class Discussion 147

Activity 3: Finding Supporting Evidence in Pairs 151

Activity 4: Class Discussion of EBCs 152

Activity 5: Forming EBCs in Pairs 152

Part 2: Formative Assessment Opportunities 153

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 175

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 178

Part 4: Formative Assessment Opportunities 178

Part 5: Developing Evidence-Based Writing 181

Activity 1: Independent Reading and Class Discussion of Global EBCs 184

Activity 2: Forming Global EBCs 185

Activity 3: Reviewing and Organizing EBCs 186

Activity 4: Independent Drafting of a Final EBC Essay 186

Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 187

Activity 6: Class Discussion of Final EBC Essays 189

Part 5: Summative Assessment 190

Making Evidence-Based Claims Unit Text 192

Making Evidence-Based Claims Literacy Toolbox 200

Making Evidence-Based Claims Media Supports 222

Unit 3: Making Evidence-Based Claims about Literary Technique: “This is one story I’ve never told before.” 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 about Literary Technique 230

Activity 1: Introducing to Unit 233

Activity 2: Independent Reading 237

Activity 3: Read Aloud and Class Discussion 239

Activity 4: Model the Forming of EBCs 242

Part 1: Formative Assessment Opportunities 244

Part 2: Making Evidence-Based Claims about Literary Technique 245

Activity 1: Independent Reading to Find Supporting Evidence 248

Activity 2: Read Aloud and Class Discussion 250

Activity 3: Forming EBCs in Pairs 253

Activity 4: Class Discussion of EBCs 254

Activity 5: Forming EBCs 254

Part 2: Formative Assessment Opportunities 255

Part 3: Organizing Evidence-Based Claims About Literary Technique 257

Activity 1: Independent Reading and Forming EBCs 260

Activity 2: Comparing EBCs 262

Activity 3: Model Organizing EBCs 262

Activity 4: Deepening Understanding 264

Activity 5: Organizing EBCs in Pairs 266

Activity 6: Class Discussion of Student EBCs 267

Activity 7: Independent Development of EBCs 267

Part 3: Formative Assessment Opportunities 268

Part 4: Writing Evidence-Based Claims About Literary Technique 270

Activity 1: Model the Communication of an EBC through Writing 273

Activity 2: Model and Practice the Use of Questions and Criteria to Improve a Written EBC 274

Activity 3: Writing EBCs in Pairs 276

Activity 4: Reviewing and Improving Written EBCs 277

Activity 5: Independent Reading and Questioning to Form Evidence-Based Claims about a New 278

Activity 6: Read Aloud and Class Discussion 281

Activity 7: Independent Writing of EBCs 282

Activity 8: Using Peer Feedback to Revise a Written EBC 282

Part 4: Formative Assessment Opportunities 283

Part 5: Developing Evidence-Based Writing 285

Activity 1: Independent Reading and Class Discussion of Global EBCs 289

Activity 2: Forming Global or Comparative EBCs about Literary Technique 291

Activity 3: Reviewing and Organizing EBCs 292

Activity 4: Independent Drafting of a Final EBC Essay 292

Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 293

Activity 6: Class Discussion of Final EBC Essays 295

Part 5: Summative Assessment 296

Making Evidence-Based Claims About Literary Technique Unit Texts 298

Making Evidence-Based Claims about Literary Technique Literacy Toolbox 327

Unit 4: Researching to Deepen Understanding: Food: How Do Our Decisions about What We Eat Affect Our World? 351

Learning Progression 352

Sequencing Learning over Time and across Grade Levels 353

Outline 354

Introduction to the Researching to Deepen Understanding Literacy Toolbox 355

Literacy Skills and Academic Habits 356

How This Unit Aligns with CCSS for ELA and Literacy 358

Terms and Definitions Used in This Unit 360

Research Topics 360

Common Source Set 360

Part 1: Initiating Inquiry 362

Activity 1: Introducing the Unit 365

Activity 2: Exploring a Topic 367

Activity 3: Conducting Pre-searches 376

Activity 4: Vetting Areas of Investigation 381

Activity 5: Generating Inquiry Questions 383

Part 1: Formative Assessment Opportunities 385

Part 2: Gathering Information 388

Activity 1: Planning Searches for Information 391

Activity 2: Building an Initial Research Frame 395

Activity 3: Conducting Searches for Background Sources Using Inquiry Questions and Paths 397

Activity 4: Assessing Sources 398

Activity 5: Making and Recording Notes 401

Activity 6: Conducting Searches Independently 405

Activity 7: Reviewing and Revising the Research Frame 406

Part 2: Formative Assessment Opportunities 407

Part 3: Deepening Understanding 408

Activity 1: Selecting Key Sources 411

Activity 2: Analyzing a Source’s Perspective 411

Activity 3: Reading Key Sources Closely—Forming Claims 415

Activity 4: Writing Evidence-Based Claims about Sources 418

Part 3: Formative Assessment Opportunities 419

Part 4: Finalizing Inquiry 421

Activity 1: Addressing Inquiry Paths 424

Activity 2: Organizing Evidence 425

Activity 3: Evaluating Research 426

Activity 4: Refining and Extending Inquiry 428

Part 4: Formative Assessment Opportunities 429

Part 5: Developing and Communicating an Evidence-Based Perspective 431

Activity 1: Reviewing Research Portfolios 434

Activity 2: Communicating an Evidence-Based Perspective 434

Activity 3: Writing a Bibliography 443

Activity 4: Communicating a Final Evidence-Based Product 443

Part 5: Summative Assessment Opportunities 445

Researching to Deepen Understanding Common Source Set 447

Researching to Deepen Understanding Literacy Toolbox 452

Unit 5: Building Evidence-Based Arguments: “Culpae poena par esto: Let the punishment fit the crime” 487

Topic and Texts 489

Learning Progression 489

Outline 490

Sequencing Learning over Time and across Grade Levels 490

Introduction to Building Evidence-Based Arguments Literacy Toolbox 491

How This Unit Teaches Vocabulary 492

Literacy Skills and Academic Habits 493

Common Core State Standards Alignment 495

Part 1: Understanding the Nature of an Issue 496

Activity 1: Introduction the Unit 498

Activity 2: Exploring the Issue 500

Activity 3: Deepening Understanding of the Issue 508

Activity 4: Questioning to Refine Understanding 516

Activity 5: Writing an EBC about the Nature of the Issue 517

Part 1: Formative Assessment Opportunities 518

Part 2: Analyzing Arguments 520

Activity 1: Understanding an Argumentative Position 523

Activity 2: Identifying Elements of Argumentation 525

Activity 3: Delineating Arguments 528

Activity 4: Understanding Perspective 530

Activity 5: Delineating and Comparing Arguments 531

Activity 6: Delineating Additional Arguments 540

Activity 7: Writing to Analyze Arguments 541

Part 2: Formative Assessment Opportunities 542

Part 3: Evaluating Arguments and Developing a Position 543

Activity 1: Evaluating Arguments 546

Activity 2: Developing a Perspective and Position 549

Activity 3: Deepening Understanding 550

Activity 4: Using Others’ Arguments to Support a Position 551

Activity 5: Responding to Opposing Arguments 552

Part 3: Formative Assessment Opportunities 553

Part 4: Organizing an Evidence-Based Argument 555

Activity 1: Identifying Supporting Evidence 557

Activity 2: Developing and Sequencing Claims as Premises of the Argument 558

Activity 3: Organizing Evidence to Support Claims 559

Activity 4: Reviewing a Plan for Writing an Argument 560

Part 4: Formative Assessment Opportunities 561

Part 5: Developing Writing through a Collaborative Process 562

Activity 1: Strengthening Writing Collaboratively: Principles and Processes 565

Activity 2: Focus on Content: Ideas and Information 569

Activity 3: Focus on Organization: Unity, Coherence, and Logical Sequence 572

Activity 4: Focus on Support: Integrating and Citing Evidence 574

Activity 5: Additional Rounds of Focused Review and Revision 577

Part 5: Summative Assessment Opportunities 578

Building Evidence-Based Arguments Unit Texts 582

Building Evidence-Based Arguments Literacy Toolbox 585

All materials from the Literacy Toolbox are available as editable and printable PDFs at

www.wiley.com/go/coreliteracy. Use the following password: odell2016.

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