Developing Core Literacy Proficiencies, Grade 6 , Teacher Edition
Auteur : Odell Education
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 xi
Unit 1: Reading Closely for Textual Details: “The wolf you feed” 1
Topic and Texts 2
Learning Progression 2
Outline 3
Introduction to the Reading Closely Literacy Toolbox 3
Literacy Skills and Academic Habits 4
Common Core State Standards Alignment 6
Part 1: Understanding Close Reading 7
Activity 1: Introduction to the Unit 9
Activity 2: Attending to Details 12
Activity 3: Reading Closely for Details 16
Activity 4: Attending to Details in Multimedia 20
Activity 5: Independent Reading and Research 23
Part 1: Formative Assessment Opportunities 26
Part 2: Questioning Texts 27
Activity 1: How Skillful Readers Approach Texts 29
Activity 2: Approaching a new Text 34
Activity 3: Analyzing Text with Text-Specific Questions 37
Activity 4: Posing Text-Specific Questions 39
Activity 5: Independent Writing 41
Part 2: Formative Assessment Opportunities 43
Part 3: Analyzing Details 44
Activity 1: Analyzing Textual Detail 46
Activity 2: Analyzing and Discussing Details across Texts 51
Activity 3: Explaining and Comparing Texts 53
Activity 4: Independent Reading 55
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 62
Activity 4: Writing a Text-Based Explanation 66
Part 4: Summative Assessment Opportunities 70
Part 5: Discussing Ideas 71
Activity 1: Understanding Text-Centered Discussions 73
Activity 2: Preparing for a Text-Centered Discussion 74
Activity 3: Leading a Text-Centered Discussion 75
Part 5: Summative Assessment Opportunities 76
Reading Closely for Textual Details Unit Texts 78
Reading Closely Literacy Toolbox 118
Reading Closely Media Supports 133
Unit 2: Making Evidence-Based Claims: “Connecting the Dots” 137
Topic and Texts 138
Learning Progression 138
Outline 139
Introduction to the Making EBCs Literacy Toolbox 140
Literacy Skills and Academic Habits 140
Common Core State Standards Alignment 142
Part 1: Understanding Evidence-Based Claims 143
Activity 1: Introduction to Unit 145
Activity 2: Independent Reading 147
Activity 3: Read Aloud and Class Discussion 150
Activity 4: Model the Forming of EBCs 152
Part 1: Formative Assessment Opportunities 154
Part 2: Making Evidence-Based Claims 155
Activity 1: Independent Reading to Find Supporting Evidence 157
Activity 2: Read Aloud and Class Discussion 158
Activity 3: Finding Supporting Evidence in Pairs 161
Activity 4: Class Discussion of EBCs 162
Activity 5: Forming EBCs in Pairs 163
Part 2: Formative Assessment Opportunities 164
Part 3: Organizing Evidence-Based Claims 165
Activity 1: Independent Reading and Forming EBCs 167
Activity 2: Comparing EBCs 169
Activity 3: Model the Organizing of EBCs 169
Activity 4: Deepening Understanding 171
Activity 5: Organizing EBCs in Pairs 174
Activity 6: Class Discussion of Student EBCs 174
Part 3: Formative Assessment Opportunities 175
Part 4: Writing Evidence-Based Claims 177
Activity 1: Model the Communication of an EBC through Writing 180
Activity 2: Model and Practice the use of Questions and Criteria to Improve a Written EBC 181
Activity 3: Writing EBCs in Pairs 183
Activity 4: Reviewing and Improving Written EBCs 184
Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 186
Activity 6: Read Aloud and Class Discussion 187
Activity 7: Independent Writing of EBCs 187
Activity 8: Using Peer Feedback to Revise a Written EBC 188
Part 4: Formative Assessment Opportunities 189
Part 5: Developing Evidence-Based Writing 191
Activity 1: Independent Reading and Class Discussion of Global EBCs 194
Activity 2: Forming Global or Comparative EBCs 195
Activity 3: Reviewing and Organizing EBCs 196
Activity 4: Independent Drafting of a Final Written Evidence-Based Essay 196
Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 197
Activity 6: Class Discussion of Final EBCs Essays 199
Part 5: Summative Assessment 200
Making Evidence-Based Claims Unit Text 202
Making Evidence-Based Claims Literacy Toolbox 209
Making Evidence-Based Claims Media Supports 229
Unit 3: Researching to Deepen Understanding: Prehistoric Cave Art 231
Topic: Prehistoric Cave Art 232
Learning Progression 233
Outline 234
Introduction to the Researching to Deepen Understanding Literacy Toolbox 235
Literacy Skills and Academic Habits 236
How This Unit Aligns with CCSS for ELA and Literacy 238
Terms and Definitions Used in This Unit 239
Common Texts 239
Source Search Locations 239
Part 1: Initiating Inquiry 241
Activity 1: Introducing the Unit 243
Activity 2: Exploring a Topic 245
Activity 3: Recording Research Interests and Potential Sources 249
Activity 4: Exploring a Topic Further 251
Activity 5: Choosing an Area of Investigation 254
Activity 6: Generating Inquiry Questions 255
Part 1: Formative Assessment Opportunities 257
Part 2: Gathering Information 259
Activity 1: Introduction to Sources 261
Activity 2: Assessing Sources 261
Activity 3: Making and Recording Notes 268
Part 2: Formative Assessment Opportunities 271
Part 3: Deepening Understanding 272
Activity 1: Reading Sources Closely 275
Activity 2: Writing EBCs about Sources 278
Activity 3: Discussing Understanding of the Area of Investigation 280
Part 3: Formative Assessment Opportunities 281
Part 4: Finalizing Inquiry 282
Activity 1: Addressing an Inquiry Question 285
Activity 2: Organizing Evidence 286
Activity 3: Evaluating Research 286
Activity 4: Refining Inquiry 287
Part 4: Formative Assessment Opportunities 288
Part 5: Developing and Communicating an Evidence-Based perspective 290
Activity 1: Reviewing Research Portfolios 293
Activity 2: Expressing an Evidence-Based Perspective 293
Activity 3: Writing a Bibliography 298
Activity 4: Communicating a Final Evidence-Based Presentation (Optional) 299
Part 5: Summative Assessment Opportunities 299
Researching to Deepen Understanding Common Texts 302
Researching to Deepen Understanding Literacy Toolbox 305
Unit 4: Building Evidence-Based Arguments: “Energy Crossroads” 331
Unit Topic and Texts—Energy Consumption and Production 333
Learning Progression 333
Sequencing Learning Over Time and Across Grade Levels 334
Outline 335
Introduction to the Building Evidence-Based Arguments Literacy Toolbox 335
How This Unit Teaches Vocabulary 336
Literacy Skills and Academic Habits 337
Common Core State Standards Alignment 338
Part 1: Understanding the Nature of an Issue 340
Activity 1: Introducing the Unit 342
Activity 2: Exploring the Issue 344
Activity 3: Deepening Understanding of the Issue 352
Activity 4: Questioning to Refine Understanding 358
Activity 5: Writing an EBC about the Nature of the Issue 360
Part 1: Formative Assessment Opportunities 361
Part 2: Analyzing Arguments 363
Activity 1: Understanding Argumentative Position 366
Activity 2: Identifying Elements of Argumentation 368
Activity 3: Delineating Arguments 371
Activity 4: Understanding Perspective 373
Activity 5: Delineating and Comparing Arguments 374
Activity 6: Reading and Delineating Additional Arguments 380
Activity 7: Writing to Analyze Arguments 381
Part 2: Formative Assessment Opportunities 382
Part 3: Evaluating Arguments and Developing a Position 384
Activity 1: Evaluating Arguments 387
Activity 2: Developing a Perspective and Position 390
Activity 3: Deepening Understanding 392
Activity 4: Using Others’ Arguments to Support a Position 392
Part 3: Formative Assessment Opportunities 393
Part 4: Organizing an Evidence-Based Argument 395
Activity 1: Planning an Argument—Identifying Supporting Evidence 397
Activity 2: Developing and Sequencing Claims to Build the Argument 398
Activity 3: Organizing Evidence to Support Claims 399
Activity 4: Reviewing a Plan for Writing an Argument 400
Part 4: Formative Assessment Opportunities 401
Part 5: Developing Writing through a Collaborative Process 403
Activity 1: Strengthening Writing Collaboratively—Principles and Processes 406
Activity 2: Focus on Content—Information and Ideas 410
Activity 3: Focus on Organization—Unity, Coherence, and Logical Sequence 413
Activity 4: Focus on Support—Integrating and Citing Evidence 415
Activity 5: Additional Rounds of Focused Review and Revision 418
Part 5: Summative Assessment Opportunities 420
Building Evidence-Based Arguments Unit Text Set 423
Building Evidence-Based Arguments Literacy Toolbox 426
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.
Date de parution : 08-2016
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Developing Core Literacy Proficiencies