Developing Core Literacy Proficiencies, Grade 9, Student Edition E-Book

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

Seitenzahl: 236

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

Title Page

Copyright

Acknowledgments

Introduction to the Core Literacy Proficiencies: Becoming a Literate Person

Unit 1: Reading Closely for Textual Details: “Education is the new currency”

Goal

Topic

Activities

Reading Closely Unit Texts

Text 1

Classroom Pictures

Text 2

The Story of My Life

, Helen Keller

Text 3

Changing Paradigms

, Ken Robinson

Text 4

Only a Teacher

, PBS

Text 5

“Kids Need Structure,”

Colin Powell

Text 6

Dr. Montessori's Own Handbook

, Maria Montessori

Text 7

Good Citizenship: The Purpose of Education,

Eleanor Roosevelt

Text 8

Notes on the State of Virginia

, Thomas Jefferson

Text 9

“The Vision of Education Reform in the United States,”

Secretary Arne Duncan

Reading Closely for Textual Details Literacy Toolbox

Unit 2: Making Evidence-Based Claims: “The unexamined life is not worth living”

Goal

Topic

Activities

Making Evidence-Based Claims Unit Text:

Apology

, Plato 77

Making Evidence-Based Claims Literacy Toolbox

Unit 3: Making Evidence-Based Claims about Literary Technique: “Macomber laughed, a very natural hearty laugh.”

Goal

Topic

Activities

Making Evidence-Based Claims About Literary Technique Literacy Toolbox

Unit 4: Researching to Deepen Understanding: Music: What Role Does It Play in Our Lives?

Goal

Topic

Activities

Terms and Definitions Used in This Unit

Researching to Deepen Understanding Common Source Set

Researching to Deepen Understanding Literacy Toolbox

Unit 5: Building Evidence-Based Arguments: “What Is the Virtue of a Proportional Response?”

Goal

Topic

Activities

Building Evidence-Based Arguments Unit Text

Building Evidence-Based Arguments Literacy Toolbox

End User License Agreement

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Guide

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Table of Contents

Begin Reading

STUDENT EDITION

Developing Core Literacy Proficiencies

Copyright © 2016 by Odell Education. All rights reserved.

Published by Jossey-Bass

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Library of Congress Cataloging-in-Publication Data

Names: Odell Education, author.

Title: Developing core literacy proficiencies. Grade 9 / Odell Education.

Description: Student edition. | 1 | San Francisco, CA : Jossey-Bass, 2016.

Identifiers: LCCN 2016007130 (print) | LCCN 2016017226 (ebook) | ISBN 9781119192923 (paperback)| ISBN 9781119192930 (pdf) | ISBN 9781119192947 (epub)

Subjects: LCSH: Language arts (Secondary)—Curricula—United States. | Common Core State Standards (Education)

Classification: LCC LB1631 .O39 2016b (print) | LCC LB1631 (ebook) | DDC 428.0071/2—dc23

LC record available at https://lccn.loc.gov/2016007130

Cover Design: Wiley

Cover Image: ©Alfredo Dagli Orti/The Art Archive/Corbis Images

ACKNOWLEDGMENTS

Project director: Stephanie Smythe

Primary program designers:

Rick Dills, EdD

Judson Odell

Ioana Radoi

Daniel Fennessy

Curriculum consultant: Nemeesha Brown

Contributing text specialist: Rosemarie Heinegg, PhD

Unit developers—Texts, notes, and questions:

Reading Closely for Textual Details: “Education is the new currency”: Luke Bauer

Making Evidence-Based Claims: “The unexamined life is not worth living.”: Mary Catherine Youmell, PhD, and Judson Odell

Making Evidence-Based Claims about Literary Technique: “Macomber laughed, a very natural hearty laugh.”: Judson Odell

Researching to Deepen Understanding: Music: What role does it play in our lives?: Facundo Gomez and Keeva Kase

Building Evidence-Based Arguments: “What is the virtue of a proportional response?”: Judson Odell and Daniel Fennessy

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 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 five 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 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

Making Evidence-Based Claims:

In this unit you will develop your proficiency as a

maker and prover of claims.

You will learn how to do the following:

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

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

Making Evidence-Based Claims about Literary Technique:

In this unit you will further develop your proficiency as a maker and prover of claims but now with a work of fiction. As you read and analyze Ernest Hemingway's short story, “The Short Happy Life of Francis Macomber,” you will:

Make claims about specific literary techniques he uses, including character development, focus of narration, and narrative structure. Similar to the prior Evidence-Based Claims unit.

You will learn how to use details to form a claim about something you have discovered about the text.

You will also strengthen your abilities to organize evidence to support your claim, express your claim in writing, and further improve the clarity of your writing to effectively communicate your claim.

Researching to Deepen Understanding:

In this unit you will develop your proficiency as a

finder and user of information.

You will learn how to do the following:

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

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 do the following:

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

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. The skills and habits you will develop are listed and described in the following two tables:

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 9

“Education is the new currency”

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 read a variety of texts related to education in the United States, specifically exploring how education has changed throughout the United States and why it continues to do so. You will examine and compare historical and modern-day photographs of classrooms and listen to arguments favoring different methods of education. You will then investigate the main ideas and purposes that drive our ever-changing educational system and the impacts these changes have on your learning environment and how you learn.

ACTIVITIES

You will start by examining two photographs 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 education in the United States. You will then share your understanding 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.

Reading Closely Final Writing and Discussion Task Handout

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 other information. 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: Classroom Pictures (Photos)

NA

1950s and 2012

KJJS—Craig Michaels Inc.

Photos from a 1950s classroom and classrooms in 2012

Text 2:

The Story of My Life

(Personal narrative)

Helen Keller

1905

Doubleday, Page & Co.

An excerpt of Keller talking about her teacher, Anne Sullivan

Text 3: “Changing Education Paradigms” (Video)

Ken Robinson

2010

TED Talk

TED Talk from RSA Animate describing the changing educational landscape across the United States and world

Text 4: Only a Teacher (Website)

NA

NA

PBS

Website for students to read and search about the history of the role of the teacher in US education

Text 5: “Kids Need Structure” (Speech)

Colin Powell

2012

TED Talk

Excerpted text of Powell's TED Talk in which he states the importance of structure in kids' lives

Text 6:

Dr. Montessori's Own Handbook

(Informational text)

Maria Montessori

1914

Frederick A. Stokes Co.

Descriptive text describing how children should be allowed to develop through independence and little influence from adults

Text 7: “Good Citizenship: The Purpose of Education” (Personal narrative)

Eleanor Roosevelt

1930

Pictorial review

Abridged essay describing Roosevelt's beliefs on the purpose of education

Text 8:

Notes on the State of Virginia

(Government document)

Thomas Jefferson

1784

University of Chicago Press

Jefferson's note on the importance of compulsory education

Text 9: “The Vision of Education Reform in the United States” (Speech)

Arne Duncan

2010

United States Department of Education

Duncan's argument for raising educational standards in order to remain economically competitive

Extended Reading: “Lectures and Biographical Sketches” (Personal narrative)

Ralph Waldo Emerson

1863–1864

Houghton Mifflin and Co.

Essay describing Emerson's beliefs on the purpose of education