Developing Core Literacy Proficiencies, Grade 7, Student Edition E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 231

Veröffentlichungsjahr: 2016

Beschreibung

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.

Leseprobe

Table of Contents

Acknowledgments

Introduction to the Core Literacy Proficiencies: Becoming a Literate Person

Unit 1: Reading Closely for Textual Details: “We reckoned now that we were at the Pole”

Goal

Topic

Activities

Reading Closely for Textual Details Unit Texts

Text 1: Robert Falcon Scott and Roald Amundsen Images

Text 2:

The Last Expedition

, Ch. V, Robert Falcon Scott

Text 3:

Roald Amundsen South Pole

, Viking River Cruises

Text 4:

Scott's Hut and the Explorer's Heritage of Antarctica

, UNESCO World Wonders Project

Text 5:

The North Pole

, Ch. XXI, Robert Peary

Text 6: “

To Build a Fire

”, Jack London

Text 7:

The South Pole

, Ch. XII, Roald Amundsen

Text 8:

Scott's Last Expedition

, Ch. XVIII, Robert Falcon Scott

Text 9:

Scott's Last Expedition

, Ch. XX, Robert Falcon Scott

Reading Closely Literacy Toolbox

Unit 2: Making Evidence-Based Claims: “We organized!”

Goal

Topic

Activities

Making Evidence-Based Claims Unit Texts

Excerpt of “I've Been to the Mountaintop” speech, Dr. Martin Luther King Jr.

Excerpt of 1984 Commonwealth Club Address, Cesar Chavez

Excerpt of “A Single Garment of Destiny” address, Janet Murguia

Making Evidence-Based Claims Literacy Toolbox

Unit 3: Researching to Deepen Understanding: Water: Why is it so valuable?

Goal

Topic

Activities

Researching to Deepen Understanding Common Source Set

Researching to Deepen Understanding Literacy Toolbox

Unit 4: Building Evidence-Based Arguments: “Doping can be that last 2 percent“

Goal

Topic

Activities

Building Evidence-Based Arguments Unit Texts

Building Evidence-Based Arguments Literacy Toolbox

End User License Agreement

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Guide

Cover

Table of Contents

Begin Reading

All materials from the Literacy Toolbox are available as editable and printable PDFs at www.wiley.com/go/coreliteracy. Use the following password: odell2016.

STUDENT EDITION

Developing Core Literacy Proficiencies

Copyright © 2016 by Odell Education. All rights reserved.

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Library of Congress Cataloging-in-Publication Data

Names: Odell Education, author.

Title: Developing core literacy proficiencies. Grade 7 / Odell Education.

Description: Student edition. | San Francisco, CA : Jossey-Bass, 2016.

Identifiers: LCCN 2016002098 (print) | LCCN 2016012513 (ebook) |

ISBN 9781119192565 (paperback) | ISBN 9781119192596 (pdf) | ISBN 9781119192572 (epub)

Subjects: LCSH: Language arts (Middle school)—Curricula—United States. |

Common Core State Standards (Education)

Classification: LCC LB1631 .O37 2016 (print) | LCC LB1631 (ebook) | DDC

428.0071/2—dc23

LC record available at http://lccn.loc.gov/2016002098

Cover Design: Wiley

Cover Image: ©Danae Olaso/EyeEm/Getty Images, Inc.

ACKNOWLEDGMENTS

Project director: Stephanie Smythe

Primary program designers:

Rick Dills, EdD

Judson Odell

Ioana Radoi

Daniel Fennessy

Curriculum consultant: Nemeesha Brown

Unit developers—Texts, notes, and questions:

Reading Closely for Textual Details, “We reckoned now that we were at the Pole” Rick Dills, EdD

Making Evidence-Based Claims, “We organized!”: Rick Dills, EdD

Researching to Deepen Understanding, Water: Why is it so valuable?: Luke Bauer

Building Evidence-Based Arguments, “Doping can be that last 2 percent”: Luke Bauer

We are grateful for feedback we received on early versions of units from Achieve's EQuIP Review Process, under the direction of Christine Tell, Alissa Peltzman, and Cristina Marks.

We are also grateful for the students and teachers of the Bay Shore Schools who collaborated with us to pilot the curriculum. Thanks especially to LaQuita Outlaw, Elizabeth Galarza, Caitlin Moreira, and Jen Ritter (who personally renamed the Supporting Evidence-Based Claims Tool).

We are especially grateful for New York State and the Regents Research Fund for funding the development of the earlier Open Educational Resource version of this curriculum. Without the support we received from Kristen Huff, David Abel, and Kate Gerson, none of this work would have been possible.

INTRODUCTION TO THE CORE LITERACY PROFICIENCIES: BECOMING A LITERATE PERSON

“

Literacy is the ability to use printed and written information to function in society, to achieve one's goals, and to develop one's knowledge and potential.

”

—Definition from the National Assessment of Adult Literacy

Becoming a Literate Person: Your school and teachers are trying to help you succeed in life—and to be the best you can be at whatever you choose to do. One of the ways they are doing this is by developing your literacy—but what do we mean when we talk about your literacy? A dictionary might simply tell us that developing literacy means building your skills as a reader, thinker, and writer—but it also might tell us that literacy is knowledge in an area of learning that is important to you. In addition, being literate involves ways of thinking and doing things—habits—that a person develops over time.

Being a literate person is even more important today—in our computer-driven world—than it was in the past, no matter what you want to do:

Go to college and become a scientist

Be a designer, artist, musician, or chef

Own your own business

Develop computer applications or video games

Work in an industry or a construction field

Seek a career in the military

Just want to keep up with the news of the world

You will need to be literate whatever path in school and life you choose to follow. A recent study of the reading challenges faced by people in the United States found out that the textbooks students see in their first two years of college are much more challenging than the ones they use in high school—one reason so many new college students struggle. But the study also found that technical manuals, informational websites, and even newspapers demand a high level of reading and thinking skills as well as specialized knowledge and strategic habits—they demand literacy.

Core Literacy Proficiencies: The learning experiences you will discover in the Odell Education Program are designed to help you take control of your own literacy development and build the skills, knowledge, and habits you will need to be successful in life. They are also designed to excite your imagination and engage you in activities that are interesting and challenging.

The learning activities you will encounter will help you develop four key core literacy proficiencies. What do we mean by this term? We've already discussed the importance of literacy. Core suggests that what you will be learning is at the center—of your literacy development, your overall success in school, and your future life. The word proficiency is also important, because being “proficient” at something means you can do it well, can do it on your own, and have the confidence that comes with being good at something. Developing proficiency takes time, practice, and determination. However, becoming proficient is one of the great rewards of learning—whether you are learning to read closely, to play a musical instrument, or to do a difficult skateboard trick.

Literacy Proficiency Units: The core literacy proficiencies you will develop in each of four units are as follows:

Reading Closely for Textual Details:

In this unit you will develop your proficiency as an

investigator of texts.

You will learn how to

examine things closely (images, videos, websites, and texts);

ask and use questions to guide your close examination;

find the key details—clues—that tell you something;

make connections among those details; and

use those connections to develop an observation or conclusion.

Making Evidence-Based Claims:

In this unit you will develop your proficiency as a

maker and prover of claims.

You will learn how to

use the details, connections, and evidence you find in a text to form a claim—a stated conclusion—about something you have discovered;

organize evidence from the text to support your claim and make your case;

express and explain your claim in writing; and

improve your writing so that others will clearly understand and appreciate your evidence-based claim—and think about the case you have made for it.

Researching to Deepen Understanding:

In this unit you will develop your proficiency as a

finder and user of information.

You will learn how to

have an inquiring mind and ask good questions;

search for information—in texts, interviews, and on the Internet—that can help you answer your questions;

record and organize the information you find;

decide what is relevant and trustworthy in the sources of your information;

come to a research-based position or solution to a problem; and

clearly communicate what you have learned.

Building Evidence-Based Arguments:

In this unit you will develop your proficiency as a

presenter of reasoned arguments.

You will learn how to

understand the background and key aspects of an important issue;

look at various viewpoints on the issue;

read the arguments of others closely and thoughtfully;

develop your own view of the issue and take a stand about it;

make and prove your case by using sound evidence and reasoning to support it; and

improve your writing so that others will clearly understand and appreciate your evidence-based argument—and think about the case you have made for it.

Materials to Develop Literacy Proficiency In each of the units, you will use the supporting materials organized in this Student Edition:

Texts

Each unit includes a set of relatively short but challenging texts, which you will read, examine, and discuss.

Tools

Each unit has its own toolbox—a set of graphic organizers that help you think about what you are reading or writing and record your thinking so you can discuss it with others and come back to it later.

Handouts

Each unit has a set of handouts, some of which will help you understand important things you are learning and some of which will help you be successful in completing the assignments in the unit.

Literacy Skills and Academic Habits

Throughout the units you will be developing Literacy Skills and Academic Habits. You will use these skills and habits to monitor your own growth and give feedback to other students when reading, discussing, and writing. Your teacher may use them to let you know about your areas of strength and areas in which you need to improve.

LITERACY SKILLS

DESCRIPTORS

ATTENDING TO DETAILS

Identifies words, details or quotations that are important to understanding the text

DECIPHERING WORDS

Uses context and vocabulary to define unknown words and phrases

COMPREHENDING SYNTAX

Recognizes and uses sentence structures to help understand the text

INTERPRETING LANGUAGE

Understands how words are used to express ideas and perspectives

IDENTIFYING RELATIONSHIPS

Notices important connections among details, ideas, or texts

MAKING INFERENCES

Draws sound conclusions from reading and examining the text closely

SUMMARIZING

Correctly explains what the text says about the topic

QUESTIONING

Writes questions that help identify important ideas, connections and perspectives in a text

RECOGNIZING PERSPECTIVE

Identifies and explains the author's view of the text's topic

EVALUATING INFORMATION

Assesses the relevance and credibility of information in texts

DELINEATING ARGUMENTATION

Identifies and analyzes the claims, evidence, and reasoning in arguments

FORMING CLAIMS

States a meaningful conclusion that is well supported by evidence from the text

USING EVIDENCE

Uses well-chosen details from the text to support explanations Accurately paraphrases or quotes

USING LOGIC

Supports a position through a logical sequence of related claims, premises, and supporting evidence

USING LANGUAGE

Writes and speaks clearly so others can understand claims and ideas

PRESENTING DETAILS

Inserts details and quotations effectively into written or spoken explanations

ORGANIZING IDEAS

Organizes claims, supporting ideas, and evidence in a logical order

USING CONVENTIONS

Correctly uses sentence elements, punctuation, and spelling to produce clear writing

PUBLISHING

Correctly uses, formats, and cites textual evidence to support claims

REFLECTING CRITICALLY

Uses literacy concepts to discuss and evaluate personal and peer learning

ACADEMIC HABITS

DESCRIPTORS

PREPARING

Reads the text(s) closely and thinks about the questions to prepare for tasks

ENGAGING ACTIVELY

Focuses attention on the task when working individually and with others

COLLABORATING

Works well with others while participating in text-centered discussions and group activities

COMMUNICATING CLEARLY

Presents ideas and supporting evidence so others can understand them

LISTENING

Pays attention to ideas from others and takes time to think about them

GENERATING IDEAS

Generates and develops ideas, positions, products, and solutions to problems

ORGANIZING WORK

Maintains materials so that they can be used effectively and efficiently

COMPLETING TASKS

Finishes short and extended tasks by established deadlines

REVISING

Rethinks ideas and refines work based on feedback from others

UNDERSTANDING PURPOSE AND PROCESS

Understands why and how a task should be accomplished

REMAINING OPEN

Asks questions of others rather than arguing for a personal idea or opinion

QUALIFYING VIEWS

Modifies and further justifies ideas in response to thinking from others

UNIT 1

READING CLOSELY

FOR TEXTUAL DETAILS

DEVELOPING CORE LITERACYPROFICIENCIESGRADE 7

“We reckoned now that we were at the Pole”

GOAL

In this unit you will develop your proficiency as an investigator of texts. You will learn how to do the following:

Examine things closely (images, videos, websites, and texts).

Ask and use questions to guide your close examination.

Find the key details—clues—that tell you something.

Make connections among those details.

Use those connections to develop an observation or conclusion.

TOPIC

In this unit, you will learn about polar exploration and read texts written by some of the most famous explorers of the North and South Poles. You will discover that the first party to reach the South Pole was actually involved in a “great race” to get there with another exploration party from a different country. You will encounter images, videos, and websites that tell you more about polar expeditions and read what are called historical narratives—true accounts written by explorers about their experiences. You will also read a short story that will help you feel what it might be like to try to survive in extreme cold, as explorers must do.

ACTIVITIES

You will start by examining two photo collages to develop your skills of looking closely for key details, then work on these same skills with a video and websites. When you read, the details you look for will be things such as key information or statistics, explanations, and mental pictures the author creates through images and sentences. You’ll also look for important words that you need to understand because they tell you something about the topic and how the author views it. You will learn how to use questions the way an expert investigator does—in this case to dig deeply into what you are seeing or reading. Those questions will also guide the discussions you will have with other students and your teacher. From your investigation of the texts, you will come to your own understanding of the topic of polar exploration—which you will then share with others through a final written explanation and a discussion you will lead.

READING CLOSELY FOR TEXTUAL DETAILS LITERACY TOOLBOX

In Reading Closely for Textual Details, you will begin to build your Literacy Toolbox by learning how to use the following handouts, tools, and checklists organized in your Student Edition.

HANDOUTS

To support your work with the texts and the tools, you will be able to use the following informational handouts:

Reading Closely Graphic

This graphic helps you understand the relationship among the various steps you will follow as you use questions to read a text closely: approaching, questioning, analyzing, deepening, and extending.

Guiding Questions Handout

This handout organizes a set of good, general questions to use when you are reading any text—called Guiding Questions. The questions are organized in rows that match the questioning process in the Reading Closely Graphic (approaching, questioning, analyzing, deepening, and extending) and also by four areas that we often pay attention to when we read a text.

Attending to Details Handout

This handout presents descriptions and examples of the kinds of details you might look for as you read a text, for example, facts and statistics, explanations of things, images and word pictures, technical terms, and so on.

Text-Based Explanation—Final Writing and Discussion Assignment

This handout will explain to you what you will be doing in the two-part final assignment for this unit: (1) writing a multiparagraph explanation of an understanding you have come to about the topic and one of the texts and (2) participating in and leading a discussion of your text and how it compares to others in the unit. The handout will also help you know what your teacher will be looking for so you can be successful on the assignments.

TOOLS

In addition to using the handouts, you will learn how to use the following tools:

Approaching the Text Tool

This two-part tool helps you prepare to read a text closely. It provides places to think about what you initially know about the text as you approach it—your purpose for reading, the author, publication date, and so on. It also lets you record several questions that you can use to do a first reading and then a rereading of the text.

Analyzing Details Tool

This four-part tool supports you in developing and using the key skills of the unit: searching for and selecting key details or quotations, recording references from the text about where you found the details and quotations, analyzing what those details mean to you as a reader, and connecting the details to form your understanding of the text.

Questioning Path Tool

This graphic organizer will provide places for you to record questions you or your teacher want to think about as you read a particular text. You will be able to record general Guiding Questions and also questions that are very specific to the text you are reading. What you record in the Questioning Path Tool can help you initially approach the text, question it during a first reading and investigation, analyze it further, deepen your understanding, and extend your reading and thinking to other questions and texts.

Model Questioning Path Tools

For each text you will read, there is a Questioning Path Tool that has been filled out for you with questions to frame and guide your reading. These model Questioning Paths are just starting points, and your teacher or you may prefer to develop your own paths and questions. The model paths are organized by the steps from the Reading Closely Graphic (approaching, questioning, analyzing, deepening, and extending) and include general Guiding Questions from the Guiding Questions Handout and some questions that are specific to each text and its content. You will use these model paths to guide your reading, frame your discussions with your teacher and other students, and help you when you are doing the final activities in the unit.

CHECKLIST

You will also use this checklist throughout the unit to support peer- and self-review:

Reading Closely Literacy Skills and Discussion Habits Checklist

This checklist presents and briefly describes the literacy skills and habits you will be working on during the unit. You can use it to remind you of what you are trying to learn; reflect on what you have done when reading, discussing, or writing; or give feedback to other students. Your teacher may use it to let you know about your areas of strength and areas in which you need to improve.

READING CLOSELY FOR TEXTUAL DETAILS UNIT TEXTS

AUTHOR

DATE

PUBLISHER

NOTES

Text 1: Robert Falcon Scott and Roald Amundsen (Photo Collages)

Various

NA

Scott Polar Research Institute, University of Cambridge, National Library of Norway, and Norwegian Polar Institute

Two collages combine pictures of the British and the Norwegian expeditions, which support examining and comparing visual details.

Text 2:

The Last Expedition

, Ch. V (Explorers’ Journal)

Robert Falcon Scott

1913

Smith Elder

Journal entry from February 2, 1911, presents Scott's almost poetic impressions early in his trip to the South Pole.

Text 3:

Roald Amundsen South Pole

(Video)

Viking River Cruises

NA

Viking River Cruises

Combines images, maps, text, and narration, to present a historical narrative about Amundsen and the Great Race to the South Pole

Text 4: Scott's Hut and the Explorer's Heritage of Antarctica (Website)

UNESCO World Wonders Project

NA

Google Cultural Institute

Website enables students to do a virtual tour of Scott's Antarctic hut and its surrounding landscape and links to other resources.

Text 5:

The North Pole

, Ch. XXI (Historical Narrative)

Robert Peary

1910

Frederick A. Stokes

Narrative from the first man to reach the North Pole describes the dangers and challenges of Arctic exploration.

Text 6: “To Build a Fire” (Short Story)

Jack London

1908

The Century Magazine

Excerpt from the famous short story describes a man's desperate attempts to build a saving fire after plunging into frigid water

Text 7:

The South Pole

, Ch. XII (Historical Narrative)

Roald Amundsen

1912

John Murray

Narrative recounts the days leading up to Amundsen's triumphant arrival at the Pole on December 14, 1911—and winning the Great Race.

Text 8:

Scott's Last Expedition

, Ch. XVIII (Explorer's Journal)

Robert Falcon Scott

1913

Smith Elder

Journal entries from January 1912 communicate disappointment about arriving at the Pole—behind Amundsen

Text 9:

Scott's Last Expedition

, Ch. XX (Explorer's Journal)

Robert Falcon Scott

1913

Smith Elder

Final journal entries from March 1912 are written in short sentences, showing Scott's weakness and desperation.

Extended Reading:

Letters

, Ch. XX (Letters)

Robert Falcon Scott

1913

Smith Elder

Letters Scott composed in his final days provide additional evidence of his state of mind.

Extended Reading:

Voyages of Captain Scott,