Developing Core Literacy Proficiencies, Grade 8 , 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.
About Odell Education v
Acknowledgments vi
Developing Core Literacy Proficiencies: User Guide xii
Unit 1: Reading Closely for Textual Details: “And, above all, we had to learn English” 1
Topic and Texts 2
Learning Progression 3
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 18
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 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 51
Activity 3: Explaining and Comparing Texts 54
Activity 4: Independent Reading 56
Part 3: Formative Assessment Opportunities 58
Part 4: Explaining Understanding 59
Activity 1: Introduction to Culminating Activities 62
Activity 2: Reading and Discussing Related Texts 62
Activity 3: Questioning and Analyzing Texts Independently 64
Activity 4: Writing a Text-Based Explanation 69
Part 4: Summative Assessment Opportunities 72
Part 5: Discussing Ideas 74
Activity 1: Understanding Text-Centered Discussions 77
Activity 2: Preparing for a Text-Centered Discussion 78
Activity 3: Leading a Text-Centered Discussion 79
Part 5: Summative Assessment Opportunities 80
Reading Closely for Textual Details Unit Texts 82
Reading Closely Literacy Toolbox 101
Reading Closely Media Supports 118
Unit 2: Making Evidence-Based Claims: “The Footprints of Legends” 119
Topic and Texts 120
Learning Progression 120
Sequencing Learning Over Time and Across Grade Levels 121
Outline 122
Introduction to the Making Evidence-Based Claims Literacy Toolbox 122
Literacy Skills and Academic Habits 123
Common Core State Standards Alignment 125
Part 1: Understanding Evidence-Based Claims 127
Activity 1: Introduction to Unit 129
Activity 2: Independent Reading 131
Activity 3: Read Aloud and Class Discussion 134
Activity 4: Model the Forming of EBCs 137
Part 1: Formative Assessment Opportunities 138
Part 2: Making Evidence-Based Claims 140
Activity 1: Independent Reading to Find Supporting Evidence 143
Activity 2: Read Aloud and Class Discussion 144
Activity 3: Find Supporting Evidence in Pairs 147
Activity 4: Class Discussion of EBCs 148
Activity 5: Forming EBCs in Pairs 149
Part 2: Formative Assessment Opportunities 150
Part 3: Organizing Evidence-Based Claims 151
Activity 1: Independent Reading and Forming EBCs 154
Activity 2: Comparing EBCs 156
Activity 3: Model the Organizing of EBCs 156
Activity 4: Deepening Understanding 158
Activity 5: Organizing EBCs in Pairs 159
Activity 6: Class Discussion of Student EBCs 160
Part 3: Formative Assessment Opportunities 160
Part 4: Writing Evidence-Based Claims 162
Activity 1: Model the Communication of an EBC through Writing 165
Activity 2: Model and Practice the use of Questions and Criteria to Improve a Written EBC 166
Activity 3: Writing EBCs in Pairs 168
Activity 4: Reviewing and Improving Written EBCs 169
Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 170
Activity 6: Read Aloud and Class Discussion 171
Activity 7: Independent Writing of EBCs 171
Activity 8: Using Peer Feedback to Revise a Written EBC 172
Part 4: Formative Assessment Opportunities 173
Part 5: Developing Evidence-Based Writing 175
Activity 1: Independent Reading and Class Discussion of Global EBCs 179
Activity 2: Forming Global or Comparative EBCs 180
Activity 3: Reviewing and Organizing EBCs 181
Activity 4: Independent Drafting of a Final EBC Essay 181
Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 182
Activity 6: Class Discussion of Final EBC Essays 184
Part 5: Summative Assessment 185
Making Evidence-Based Claims Unit Texts 187
Making Evidence-Based Claims Literacy Toolbox 197
Making Evidence-Based Claims Media Supports 218
Unit 3: Researching to Deepen Understanding: Animals and Humans: How Are We Connected? 219
Learning Progression 220
Sequencing Learning Over Time and Across Grade Levels 221
Outline 222
Introduction to the Researching to Deepen Understanding Literacy Toolbox 223
Literacy Skills and Academic Habits 224
How This Unit Aligns with CCSS for ELA and Literacy 226
Terms and Definitions Used in This Unit 227
Research Topics 228
Common Source Set 228
Source Search Locations 229
Part 1: Initiating Inquiry 230
Activity 1: Introducing the Unit 233
Activity 2: Exploring a Topic 235
Activity 3: Conducting Pre-Searches 245
Activity 4: Vetting Areas of Investigation 250
Activity 5: Generating Inquiry Questions 251
Part 1: Formative Assessment Opportunities 254
Part 2: Gathering Information 256
Activity 1: Planning Searches for Information 259
Activity 2: Building an Initial Research Frame 263
Activity 3: Conducting Searches for Background Sources Using Inquiry Questions and Paths 265
Activity 4: Assessing Sources 266
Activity 5: Making and Recording Notes 270
Activity 6: Conducting Searches Independently 274
Activity 7: Reviewing and Revising the Research Frame 274
Part 2: Formative Assessment Opportunities 275
Part 3: Deepening Understanding 277
Activity 1: Selecting Key Sources 280
Activity 2: Analyzing a Source’s Perspective 280
Activity 3: Reading Key Sources Closely—Forming Claims 284
Activity 4: Writing EBCs about Sources 285
Part 3: Formative Assessment Opportunities 287
Part 4: Finalizing Inquiry 288
Activity 1: Addressing Inquiry Paths 291
Activity 2: Organizing Evidence 292
Activity 3: Evaluating Research 293
Activity 4: Refining and Extending Inquiry 294
Part 4: Formative Assessment Opportunities 295
Part 5: Developing and Communicating an Evidence-Based Perspective 297
Activity 1: Reviewing Research Portfolios 300
Activity 2: Communicating an Evidence-Based Perspective 300
Activity 3: Writing a Bibliography 307
Activity 4: Communicating a Final Evidence-Based Product (Optional) 308
Part 5: Summative Assessment Opportunities 310
Researching to Deepen Understanding Common Source Set 312
Researching to Deepen Understanding Literacy Toolbox 317
Unit 4: Building Evidence-Based Arguments: “E Pluribus Unum” 351
Topic and Texts—Immigration 352
Learning Progression 353
Sequencing Learning Over Time and Across Grade Levels 353
Outline 354
Introduction to Building Evidence-Based Arguments Literacy Toolbox 355
How This Unit Teaches Vocabulary 356
Literacy Skills and Academic Habits 356
Common Core State Standards Alignment 358
Part 1: Understanding the Nature of an Issue 360
Activity 1: Introducing the Unit 362
Activity 2: Exploring the Issue 364
Activity 3: Deepening Understanding of the Issue 373
Activity 4: Questioning to Refine Understanding 381
Activity 5: Writing an EBC about the Nature of the Issue 382
Part 1: Formative Assessment Opportunities 383
Part 2: Analyzing Arguments 385
Activity 1: Understanding Argumentative Position 388
Activity 2: Identifying Elements of Argumentation 390
Activity 3: Delineating Arguments 393
Activity 4: Understanding Perspective 396
Activity 5: Delineating and Comparing Arguments 397
Activity 6: Delineating Additional Arguments 404
Activity 7: Writing to Analyze Arguments 404
Part 2: Formative Assessment Opportunities 405
Part 3: Evaluating Arguments and Developing a Position 407
Activity 1: Evaluating Arguments 410
Activity 2: Developing a Perspective and Position 413
Activity 3: Deepening Understanding 415
Activity 4: Using Others’ Arguments to Support a Position 416
Activity 5: Responding to Opposing Arguments 416
Part 3: Formative Assessment Opportunities 417
Part 4: Organizing an Evidence-Based Argument 419
Activity 1: Identifying Supporting Evidence 421
Activity 2: Developing and Sequencing Claims as Premises of the Argument 422
Activity 3: Organizing Evidence to Support Claims 423
Activity 4: Reviewing a Plan for Writing an Argument 424
Part 4: Formative Assessment Opportunities 425
Part 5: Developing Writing through a Collaborative Process 427
Activity 1: Strengthening Writing Collaboratively: Principles and Processes 430
Activity 2: Focus on Content: Ideas and Information 434
Activity 3: Focus on Organization: Unity, Coherence, and Logical Sequence 437
Activity 4: Focus on Support: Integrating and Citing Evidence 439
Activity 5: Additional Rounds of Focused Review and Revision 442
Part 5: Summative Assessment Opportunities 444
Building Evidence-Based Arguments Unit Texts 447
Building Evidence-Based Arguments Literacy Toolbox 449
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