Developing Core Literacy Proficiencies, Grade 12

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.

Table of Contents:
About Odell Education v Acknowledgments vi Developing Core Literacy Proficiencies: User Guide xiii Unit 1: Reading Closely for Textual Details: “A wall of separation” 1 Topic and Texts 2 Learning Progression 2 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 36 Activity 3: Analyzing Text with Text-Specific Questions 39 Activity 4: Posing Text-Specific Questions 41 Activity 5: Independent Writing 43 Part 2: Formative Assessment Opportunities 43 Part 3: Analyzing Details 45 Activity 1: Analyzing Textual Detail 47 Activity 2: Analyzing and Discussing Details Across Texts 51 Activity 3: Explaining and Comparing Texts 53 Activity 4: Independent Reading 54 Part 3: Formative Assessment Opportunities 57 Part 4: Explaining Understanding 58 Activity 1: Introduction to the Culminating Activities 61 Activity 2: Reading and Discussing Related Texts 61 Activity 3: Questioning and Analyzing Texts Independently 63 Activity 4: Writing a Text-Based Explanation 67 Part 4: Summative Assessment Opportunities 70 Part 5: Discussing Ideas 72 Activity 1: Understanding Text-Centered Discussions 75 Activity 2: Preparing for a Text-Centered Discussion 76 Activity 3: Leading a Text-Centered Discussion 77 Part 5: Summative Assessment Opportunities 78 Reading Closely for Textual Details Unit Texts 80 Reading Closely for Textual Details: Literacy Toolbox 119 Unit 1b: Reading Closely for Textual Details—Additional Text Set: “And Life steps almost straight” 137 Topic and Texts 138 Sequencing This Unit in the Developing Core Literacy Proficiencies Program 138 Outline 140 Introduction to the Reading Closely Literacy Toolbox 140 Literacy Skills and Academic Habits 141 Common Core State Standards Alignment 143 Part 1: Understanding Close Reading 144 Text 1 (Activity 2: Attending to Details) 146 Text 2 (Activity 3: Reading Closely for Details) 148 Text 3 (Activity 4: Attending to Details in Multimedia) 150 Text 4 (Activity 5: Independent Reading and Research) 152 Part 2: Questioning Texts 154 Text 2 (Activity 1: How Skillful Readers Approach Texts) 156 Text 5 (Activity 2: Approaching a New Text) 158 Part 3: Analyzing Details 160 Text 6 (Activity 1: Analyzing Textual Detail) 162 Texts 5 and Text 6 (Activity 2: Analyzing and Discussing Details Across Texts) 164 Part 4: Explaining Understanding 167 Texts 7, 8, and 9 (Activity 2: Reading and Discussing Related Texts) 170 Part 5: Discussing Ideas 174 Reading Closely for Textual Details Unit Texts 177 Reading Closely for Textual Details: Literacy Toolbox 199 Unit 2: Making Evidence-Based Claims: “We have every right to dream heroic dreams” 217 Topic and Texts 218 Learning Progression 218 Sequencing Learning over Time and across Grade Levels 219 Outline 220 Introduction to the Making Evidence-Based Claims Literacy Toolbox 220 Literacy Skills and Academic Habits 221 Common Core State Standards Alignment 223 Part 1: Understanding Evidence-Based Claims 224 Activity 1: Introduction to the Unit 226 Activity 2: Independent Reading 228 Activity 3: Read Aloud and Class Discussion 232 Activity 4: Model the Forming of EBCs 235 Part 1: Formative Assessment Opportunities 237 Part 2: Making Evidence-Based Claims 238 Activity 1: Independent Reading to Find Supporting Evidence 241 Activity 2: Read Aloud and Class Discussion 242 Activity 3: Finding Supporting Evidence in Pairs 246 Activity 4: Class Discussion of EBCs 247 Activity 5: Forming EBCs in Pairs 248 Part 2: Formative Assessment Opportunities 249 Part 3: Organizing Evidence-Based Claims 250 Activity 1: Independent Reading and Forming EBCs 253 Activity 2: Comparing EBCs 256 Activity 3: Model Organizing EBCs 256 Activity 4: Deepening Understanding 258 Activity 5: Organizing EBCs in Pairs 260 Activity 6: Class Discussion of Student EBCs 261 Part 3: Formative Assessment Opportunities 261 Part 4: Writing Evidence-Based Claims 263 Activity 1: Model the Communication of an EBC through Writing 266 Activity 2: Model and Practice the Use of Questions and Criteria to Improve a Written EBC 267 Activity 3: Writing EBCs in Pairs 269 Activity 4: Reviewing and Improving Written EBCs 270 Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 272 Activity 6: Read Aloud and Class Discussion 272 Activity 7: Independent Writing of EBCs 273 Activity 8: Using Peer Feedback to Revise a Written EBC 274 Part 4: Formative Assessment Opportunities 274 Part 5: Developing Evidence-Based Writing 277 Activity 1: Independent Reading and Class Discussion of Global EBCs 281 Activity 2: Forming Global or Comparative EBCs 283 Activity 3: Reviewing and Organizing EBCs 283 Activity 4: Independent Drafting of a Final EBC Essay 284 Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 285 Activity 6: Class Discussion of Final EBC Essays 287 Part 5: Summative Assessment 287 Making Evidence-Based Claims Unit Texts 290 Making Evidence-Based Claims: Literacy Toolbox 309 Unit 3: Making Evidence-Based Claims about Literary Technique: “I could hear everyone’s heart” 333 Topic and Texts 334 Learning Progression 334 Sequencing Learning over Time and across Grade Levels 335 Outline 336 Introduction to the Making Evidence-Based Claims Literacy Toolbox 336 Literacy Skills and Academic Habits 337 Common Core State Standards Alignment 339 Part 1: Understanding Evidence-Based Claims about Literary Technique 340 Activity 1: Introducing to the Unit 342 Activity 2: Independent Reading 345 Activity 3: Read Aloud and Class Discussion 347 Activity 4: Model the Forming of EBCs 350 Part 1: Formative Assessment Opportunities 351 Part 2: Making Evidence-Based Claims About Literary Technique 353 Activity 1: Independent Reading to Find Supporting Evidence 356 Activity 2: Read Aloud and Class Discussion 357 Activity 3: Forming EBCs in Pairs 361 Activity 4: Class Discussion of EBCs 362 Activity 5: Forming EBCs 362 Part 2: Formative Assessment Opportunities 363 Part 3: Organizing Evidence-Based Claims About Literary Technique 365 Activity 1: Independent Reading and Forming EBCs 368 Activity 2: Comparing EBCs 370 Activity 3: Model Organizing EBCs 370 Activity 4: Deepening Understanding 372 Activity 5: Organizing EBCs in Pairs 374 Activity 6: Class Discussion of Student EBCs 374 Part 3: Formative Assessment Opportunities 375 Part 4: Writing Evidence-Based Claims About Literary Technique 377 Activity 1: Model the Communication of an EBC through Writing 380 Activity 2: Model and Practice the Use of Questions and Criteria to Improve a Written EBC 381 Activity 3: Writing EBCs in Pairs 383 Activity 4: Reviewing and Improving Written EBCs 384 Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 385 Activity 6: Read Aloud and Class Discussion 386 Activity 7: Independent Writing of EBCs 386 Activity 8: Using Peer Feedback to Revise a Written EBC 387 Part 4: Formative Assessment Opportunities 388 Part 5: Developing Evidence-Based Writing 390 Activity 1: Independent Reading and Class Discussion of Global EBCs about Literary Technique 394 Activity 2: Forming Global EBCs about Literary Technique 396 Activity 3: Reviewing and Organizing EBCs 396 Activity 4: Independent Drafting of a Final EBC Essay 396 Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 397 Activity 6: Class Discussion of Final EBC Essays 399 Part 5: Summative Assessment 400 Making Evidence-Based Claims about Literary Technique Unit Text 402 Making Evidence-Based Claims: Literacy Toolbox 418 Unit 4: Researching to Deepen Understanding: “Design: How Does It Influence Innovation and Progress?” 441 Learning Progression 442 Sequencing Learning over Time and across Grade Levels 443 Outline 444 Introduction to the Researching to Deepen Understanding Literacy Toolbox 445 Literacy Skills and Academic Habits 446 How This Unit Aligns with CCSS for ELA and Literacy 448 Terms and Definitions Used in This Unit 450 Research Topics 450 Common Source Set 450 Part 1: Initiating Inquiry 452 Activity 1: Introducing the Unit 455 Activity 2: Exploring a Topic 457 Activity 3: Conducting Pre-Searches 467 Activity 4: Vetting Areas of Investigation 472 Activity 5: Generating Inquiry Questions 473 Part 1: Formative Assessment Opportunities 475 Part 2: Gathering Information 478 Activity 1: Planning Searches for Information 481 Activity 2: Building an Initial Research Frame 485 Activity 3: Conducting Searches for Background Sources Using Inquiry Questions and Paths 487 Activity 4: Assessing Sources 488 Activity 5: Making and Recording Notes 492 Activity 6: Conducting Searches Independently 495 Activity 7: Reviewing and Revising the Research Frame 496 Part 2: Formative Assessment Opportunities 497 Part 3: Deepening Understanding 499 Activity 1: Selecting Key Sources 502 Activity 2: Analyzing a Source’s Perspective 502 Activity 3: Reading Key Sources Closely—Forming Claims 506 Activity 4: Writing EBCs about Sources 509 Part 3: Formative Assessment Opportunities 510 Part 4: Finalizing Inquiry 512 Activity 1: Addressing Inquiry Paths 515 Activity 2: Organizing Evidence 516 Activity 3: Evaluating Research 516 Activity 4: Refining and Extending Inquiry 519 Part 4: Formative Assessment Opportunities 520 Part 5: Developing and Communicating an Evidence-Based Perspective 522 Activity 1: Reviewing Research Portfolios 525 Activity 2: Communicating an Evidence-Based Perspective 525 Activity 3: Writing a Bibliography 534 Activity 4: Communicating a Final Evidence-Based Product 534 Part 5: Summative Assessment Opportunities 536 Researching to Deepen Understanding Common Source Set 539 Researching to Deepen Understanding: Literacy Toolbox 544 Unit 5: Building Evidence-Based Arguments: “Do to others as you would have them do to you” 579 Topic and Texts 581 Learning Progression 581 Outline 582 Sequencing Learning over Time and across Grade Levels 582 Introduction to Building Evidence-Based Arguments Literacy Toolbox 583 How This Unit Teaches Vocabulary 584 Literacy Skills and Academic Habits 585 Common Core State Standards Alignment 587 Part 1: Understanding the Nature of an Issue 588 Activity 1: Introducing the Unit 590 Activity 2: Exploring the Issue 592 Activity 3: Deepening Understanding of the Issue 601 Activity 4: Questioning to Refine Understanding 609 Activity 5: Writing an EBC about the Nature of the Issue 610 Part 1: Formative Assessment Opportunities 611 Part 2: Analyzing Arguments 613 Activity 1: Understanding an Argumentative Position 616 Activity 2: Identifying Elements of Argumentation 618 Activity 3: Delineating Arguments 620 Activity 4: Understanding Perspective 623 Activity 5: Delineating and Comparing Arguments 624 Activity 6: Delineating Additional Arguments 634 Activity 7: Writing to Analyze Arguments 635 Part 2: Formative Assessment Opportunities 636 Part 3: Evaluating Arguments and Developing a Position 638 Activity 1: Evaluating Arguments 641 Activity 2: Developing a Perspective and Position 644 Activity 3: Deepening Understanding 646 Activity 4: Using Others’ Arguments to Support a Position 646 Activity 5: Responding to Opposing Arguments 647 Part 3: Formative Assessment Opportunities 648 Part 4: Organizing an Evidence-Based Argument 650 Activity 1: Planning an Argument—Identifying Supporting Evidence 653 Activity 2: Developing and Sequencing Claims as Premises of the Argument 654 Activity 3: Organizing Evidence to Support Claims 655 Activity 4: Reviewing a Plan for Writing an Argument 656 Part 4: Formative Assessment Opportunities 657 Part 5: Developing Writing through a Collaborative Process 658 Activity 1: Strengthening Writing Collaboratively: Principles and Processes 661 Activity 2: Focus on Content: Ideas and Information 665 Activity 3: Focus on Organization: Unity, Coherence, and Logical Sequence 668 Activity 4: Focus on Support: Integrating and Citing Evidence 670 Activity 5: Additional Rounds of Focused Review and Revision 673 Part 5: Summative Assessment Opportunities 675 Building Evidence-Based Arguments Unit Texts 678 Building Evidence-Based Arguments: Literacy Toolbox 680 All materials from the Literacy Toolbox are available as editable and printable PDFs at www.wiley.com/go/coreliteracy. Use the following password: odell2016.

About the Author :
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.