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Developing Core Literacy Proficiencies, Grade 6, Teacher Edition

Developing Core Literacy Proficiencies, Grade 6, Teacher Edition

Odell Education

ISBN: 978-1-119-19281-7

Aug 2016, Jossey-Bass

504 pages

In Stock

$32.95

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.

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About Odell Education v

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