Description

Book Synopsis
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).

Table of Contents

About Odell Education v

Acknowledgments vi

Developing Core Literacy Proficiencies: User Guide xiii

Unit 1: Reading Closely for Textual Details: “Modern Battlefield” 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 17

Activity 4: Attending to Details in Multimedia 21

Activity 5: Independent Reading and Research 24

Part 1: Formative Assessment Opportunities 27

Part 2: Questioning Texts 28

Activity 1: How Skillful Readers Approach Texts 30

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 50

Activity 3: Explaining and Comparing Texts 52

Activity 4: Independent Reading 54

Part 3: Formative Assessment Opportunities 56

Part 4: Explaining Understanding 57

Activity 1: Introduction to Culminating Activities 59

Activity 2: Reading and Discussing Related Texts 59

Activity 3: Questioning and Analyzing Texts Independently 61

Activity 4: Writing a Text-Based Explanation 65

Part 4: Summative Assessment Opportunities 68

Part 5: Discussing Ideas 70

Activity 1: Understanding Text-Centered Discussions 72

Activity 2: Preparing for a Text-Centered Discussion 73

Activity 3: Leading a Text-Centered Discussion 74

Part 5: Summative Assessment Opportunities 75

Reading Closely for Textual Details Unit Texts 77

Reading Closely Literacy Toolbox 129

Reading Closely Media Supports 146

Unit 2: Making Evidence-Based Claims: “An audacious faith in the future of mankind” 147

Topic and Texts 148

Learning Progression 148

Sequencing Learning over Time and across Grade Levels 149

Outline 149

Introduction to the Making Evidence-Based Claims Literacy Toolbox 150

Literacy Skills and Academic Habits 151

Common Core State Standards Alignment 153

Part 1: Understanding Evidence-Based Claims 154

Activity 1: Introduction to the Unit 156

Activity 2: Active Listening to the Speech 158

Activity 3: Independent Reading 159

Activity 4: Active Listening and Class Discussion 161

Activity 5: Model the Forming of EBCs 163

Part 1: Formative Assessment Opportunities 164

Part 2: Making Evidence-Based Claims 166

Activity 1: Independent Reading to Find Supporting Evidence 169

Activity 2: Active Listening and Class Discussion 170

Activity 3: Finding Supporting Evidence in Pairs 174

Activity 4: Class Discussion of EBCs 175

Activity 5: Forming EBCs in Pairs 176

Part 2: Formative Assessment Opportunities 177

Part 3: Organizing Evidence-Based Claims 178

Activity 1: Independent Reading and Forming EBCs 181

Activity 2: Comparing EBCs 183

Activity 3: Model the Organizing of EBCs 183

Activity 4: Deepening Understanding 185

Activity 5: Organizing EBCs in Pairs 188

Activity 6: Class Discussion of Student EBCs 188

Part 3: Formative Assessment Opportunities 189

Part 4: Writing Evidence-Based Claims 191

Activity 1: Model the Communication of an EBC through Writing 194

Activity 2: Model and Practice the Use of Questions and Criteria to Improve a Written EBC 195

Activity 3: Writing EBCs in Pairs 197

Activity 4: Reviewing and Improving Written EBCs 198

Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 200

Activity 6: Read Aloud and Class Discussion 201

Activity 7: Independent Writing of EBCs 202

Activity 8: Using Peer Feedback to Revise a Written EBC 203

Part 4: Formative Assessment Opportunities 204

Part 5: Developing Evidence-Based Writing 206

Activity 1: Independent Reading and Class Discussion of Global EBCs 210

Activity 2: Forming Global or Comparative EBCs 212

Activity 3: Reviewing and Organizing EBCs 212

Activity 4: Independent Drafting of a Final EBC Essay 213

Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 214

Activity 6: Class Discussion of Final EBC Essays 216

Part 5: Summative Assessment 216

Making Evidence-Based Claims Unit Texts 219

Making Evidence-Based Claims Literacy Toolbox 234

Making Evidence-Based Claims Media Supports 254

Unit 3: Making Evidence-Based Claims about Literary Technique: “One is alone, and he dies more alone.” 255

Topic and Texts 256

Learning Progression 256

Sequencing Learning over Time and across Grade Levels 257

Outline 258

Introduction to the Making Evidence-Based Claims Literacy Toolbox 258

Literacy Skills and Academic Habits 259

Common Core State Standards Alignment 261

Part 1: Understanding Evidence-Based Claims About Literary Technique 262

Activity 1: Introduction to Unit 264

Activity 2: Independent Reading 267

Activity 3: Read Aloud and Class Discussion 269

Activity 4: Model the Forming of EBCs 271

Part 1: Formative Assessment Opportunities 273

Part 2: Making Evidence-Based Claims About Literary Technique 274

Activity 1: Independent Reading to Find Supporting Evidence 277

Activity 2: Read Aloud and Class Discussion 278

Activity 3: Finding Supporting Evidence in Pairs 281

Activity 4: Class Discussion of EBCs 283

Activity 5: Forming EBCs in Pairs 283

Part 2: Formative Assessment Opportunities 284

Part 3: Organizing Evidence-Based Claims About Literary Technique 286

Activity 1: Independent Reading and Forming EBCs 289

Activity 2: Comparing EBCs 291

Activity 3: Model Organizing EBCs 291

Activity 4: Deepening Understanding 293

Activity 5: Organizing EBCs in Pairs 295

Activity 6: Class Discussion of Student EBCs 295

Part 3: Formative Assessment Opportunities 296

Part 4: Writing Evidence-Based Claims About Literary Technique 298

Activity 1: Model the Communication of an EBC through Writing 301

Activity 2: Model and Practice the Use of Questions and Criteria to Improve a Written EBC 302

Activity 3: Writing EBCs in Pairs 304

Activity 4: Reviewing and Improving Written EBCs 305

Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 306

Activity 6: Read Aloud and Class Discussion 307

Activity 7: Independent Writing of EBCs 308

Activity 8: Using Peer Feedback to Revise a Written EBC 309

Part 4: Formative Assessment Opportunities 309

Part 5: Developing Evidence-Based Writing 311

Activity 1: Independent Reading and Class Discussion of Global EBCs about Literary Technique 315

Activity 2: Forming Global or Comparative EBCs about Literary Technique 316

Activity 3: Reviewing and Organizing EBCs 317

Activity 4: Independent Drafting of a Final EBC Essay 318

Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 319

Activity 6: Class Discussion of Final EBC Essays 321

Part 5: Summative Assessment 321

Making Evidence-Based Claims about Literary Technique Unit Texts 324

Making Evidence-Based Claims about Literary Technique Literacy Toolbox 331

Making Evidence-Based Claims about Literary Technique Media Supports 352

Unit 4: Researching to Deepen Understanding: Computer Technology: What Is Its Impact on Society? 353

Learning Progression 354

Sequencing Learning over Time and across Grade Levels 355

Outline 356

Introduction to the Researching to Deepen Understanding Literacy Toolbox 357

Literacy Skills and Academic Habits 358

How This Unit Aligns with CCSS for ELA and Literacy 360

Terms and Definitions Used in This Unit 361

Research Topics 362

Common Source Set 362

Source Search Locations 363

Part 1: Initiating Inquiry 364

Activity 1: Introducing the Unit 367

Activity 2: Exploring a Topic 369

Activity 3: Conducting Pre-Searches 378

Activity 4: Vetting Areas of Investigation 384

Activity 5: Generating Inquiry Questions 385

Part 1: Formative Assessment Opportunities 388

Part 2: Gathering Information 390

Activity 1: Planning Searches for Information 393

Activity 2: Building an Initial Research Frame 397

Activity 3: Conducting Searches for Background Sources Using Inquiry Questions and Paths 399

Activity 4: Assessing Sources 400

Activity 5: Making and Recording Notes 404

Activity 6: Conducting Searches Independently 407

Activity 7: Reviewing and Revising the Research Frame 408

Part 2: Formative Assessment Opportunities 409

Part 3: Deepening Understanding 411

Activity 1: Selecting Key Sources 414

Activity 2: Analyzing a Source’s Perspective 415

Activity 3: Reading Key Sources Closely—Forming Claims 418

Activity 4: Writing EBCs about Sources 420

Part 3: Formative Assessment Opportunities 421

Part 4: Finalizing Inquiry 423

Activity 1: Addressing Inquiry Paths 426

Activity 2: Organizing Evidence 427

Activity 3: Evaluating Research 428

Activity 4: Refining and Extending Inquiry 430

Part 4: Formative Assessment Opportunities 431

Part 5: Developing and Communicating an Evidence-Based Perspective 433

Activity 1: Reviewing Research Portfolios 436

Activity 2: Communicating an Evidence-Based Perspective 436

Activity 3: Writing a Bibliography 444

Activity 4: Communicating a Final Evidence-Based Product (optional) 444

Part 5: Summative Assessment Opportunities 446

Researching to Deepen Understanding Common Source Set 448

Researching to Deepen Understanding Literacy Toolbox 453

Unit 5: Building Evidence-Based Arguments: Search Warrant 487

Topic and Texts 489

Learning Progression 489

Sequencing Learning over Time and across Grade Levels 490

Outline 491

Introduction to Building Evidence-Based Arguments Literacy Toolbox 491

How This Unit Teaches Vocabulary 493

Literacy Skills and Academic Habits 493

Common Core State Standards Alignment 495

Part 1: Understanding the Nature of an Issue 496

Activity 1: Introducing the Unit 498

Activity 2: Exploring the Issue 500

Activity 3: Deepening Understanding of the Issue 510

Activity 4: Questioning to Refine Understanding 520

Activity 5: Writing an EBC about the Nature of the Issue 521

Part 1: Formative Assessment Opportunities 522

Part 2: Analyzing Arguments 524

Activity 1: Understanding Argumentative Position 527

Activity 2: Identifying Elements of Argumentation 529

Activity 3: Delineating Arguments 532

Activity 4: Understanding Perspective 535

Activity 5: Delineating and Comparing Arguments 536

Activity 6: Delineating Additional Arguments 542

Activity 7: Writing to Analyze Arguments 543

Part 2: Formative Assessment Opportunities 544

Part 3: Evaluating Arguments and Developing a Position 546

Activity 1: Evaluating Arguments 549

Activity 2: Developing a Perspective and Position 552

Activity 3: Deepening Understanding 553

Activity 4: Using Others’ Arguments to Support a Position 554

Activity 5: Responding to Opposing Arguments 555

Part 3: Formative Assessment Opportunities 556

Part 4: Organizing an Evidence-Based Argument 558

Activity 1: Identifying Supporting Evidence 561

Activity 2: Developing and Sequencing Claims as Premises of the Argument 562

Activity 3: Organizing Evidence to Support Claims 563

Activity 4: Reviewing a Plan for Writing an Argument 564

Part 4: Formative Assessment Opportunities 565

Part 5: Developing Writing through a Collaborative Process 567

Activity 1: Strengthening Writing Collaboratively: Principles and Processes 570

Activity 2: Focus on Content: Ideas and Information 574

Activity 3: Focus on Organization: Unity, Coherence, and Logical Sequence 577

Activity 4: Focus on Support: Integrating and Citing Evidence 580

Activity 5: Additional Rounds of Focused Review and Revision 582

Part 5: Summative Assessment Opportunities 584

Building Evidence-Based Arguments Unit Texts 587

Building Evidence-Based Arguments Literacy Toolbox 590

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

Developing Core Literacy Proficiencies Grade 10

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      View other formats and editions of Developing Core Literacy Proficiencies Grade 10 by Odell Education

      Publisher: John Wiley & Sons Inc
      Publication Date: 25/10/2016
      ISBN13: 9781119192718, 978-1119192718
      ISBN10: 1119192714
      Also in:
      Secondary schools

      Description

      Book Synopsis
      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).

      Table of Contents

      About Odell Education v

      Acknowledgments vi

      Developing Core Literacy Proficiencies: User Guide xiii

      Unit 1: Reading Closely for Textual Details: “Modern Battlefield” 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 17

      Activity 4: Attending to Details in Multimedia 21

      Activity 5: Independent Reading and Research 24

      Part 1: Formative Assessment Opportunities 27

      Part 2: Questioning Texts 28

      Activity 1: How Skillful Readers Approach Texts 30

      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 50

      Activity 3: Explaining and Comparing Texts 52

      Activity 4: Independent Reading 54

      Part 3: Formative Assessment Opportunities 56

      Part 4: Explaining Understanding 57

      Activity 1: Introduction to Culminating Activities 59

      Activity 2: Reading and Discussing Related Texts 59

      Activity 3: Questioning and Analyzing Texts Independently 61

      Activity 4: Writing a Text-Based Explanation 65

      Part 4: Summative Assessment Opportunities 68

      Part 5: Discussing Ideas 70

      Activity 1: Understanding Text-Centered Discussions 72

      Activity 2: Preparing for a Text-Centered Discussion 73

      Activity 3: Leading a Text-Centered Discussion 74

      Part 5: Summative Assessment Opportunities 75

      Reading Closely for Textual Details Unit Texts 77

      Reading Closely Literacy Toolbox 129

      Reading Closely Media Supports 146

      Unit 2: Making Evidence-Based Claims: “An audacious faith in the future of mankind” 147

      Topic and Texts 148

      Learning Progression 148

      Sequencing Learning over Time and across Grade Levels 149

      Outline 149

      Introduction to the Making Evidence-Based Claims Literacy Toolbox 150

      Literacy Skills and Academic Habits 151

      Common Core State Standards Alignment 153

      Part 1: Understanding Evidence-Based Claims 154

      Activity 1: Introduction to the Unit 156

      Activity 2: Active Listening to the Speech 158

      Activity 3: Independent Reading 159

      Activity 4: Active Listening and Class Discussion 161

      Activity 5: Model the Forming of EBCs 163

      Part 1: Formative Assessment Opportunities 164

      Part 2: Making Evidence-Based Claims 166

      Activity 1: Independent Reading to Find Supporting Evidence 169

      Activity 2: Active Listening and Class Discussion 170

      Activity 3: Finding Supporting Evidence in Pairs 174

      Activity 4: Class Discussion of EBCs 175

      Activity 5: Forming EBCs in Pairs 176

      Part 2: Formative Assessment Opportunities 177

      Part 3: Organizing Evidence-Based Claims 178

      Activity 1: Independent Reading and Forming EBCs 181

      Activity 2: Comparing EBCs 183

      Activity 3: Model the Organizing of EBCs 183

      Activity 4: Deepening Understanding 185

      Activity 5: Organizing EBCs in Pairs 188

      Activity 6: Class Discussion of Student EBCs 188

      Part 3: Formative Assessment Opportunities 189

      Part 4: Writing Evidence-Based Claims 191

      Activity 1: Model the Communication of an EBC through Writing 194

      Activity 2: Model and Practice the Use of Questions and Criteria to Improve a Written EBC 195

      Activity 3: Writing EBCs in Pairs 197

      Activity 4: Reviewing and Improving Written EBCs 198

      Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 200

      Activity 6: Read Aloud and Class Discussion 201

      Activity 7: Independent Writing of EBCs 202

      Activity 8: Using Peer Feedback to Revise a Written EBC 203

      Part 4: Formative Assessment Opportunities 204

      Part 5: Developing Evidence-Based Writing 206

      Activity 1: Independent Reading and Class Discussion of Global EBCs 210

      Activity 2: Forming Global or Comparative EBCs 212

      Activity 3: Reviewing and Organizing EBCs 212

      Activity 4: Independent Drafting of a Final EBC Essay 213

      Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 214

      Activity 6: Class Discussion of Final EBC Essays 216

      Part 5: Summative Assessment 216

      Making Evidence-Based Claims Unit Texts 219

      Making Evidence-Based Claims Literacy Toolbox 234

      Making Evidence-Based Claims Media Supports 254

      Unit 3: Making Evidence-Based Claims about Literary Technique: “One is alone, and he dies more alone.” 255

      Topic and Texts 256

      Learning Progression 256

      Sequencing Learning over Time and across Grade Levels 257

      Outline 258

      Introduction to the Making Evidence-Based Claims Literacy Toolbox 258

      Literacy Skills and Academic Habits 259

      Common Core State Standards Alignment 261

      Part 1: Understanding Evidence-Based Claims About Literary Technique 262

      Activity 1: Introduction to Unit 264

      Activity 2: Independent Reading 267

      Activity 3: Read Aloud and Class Discussion 269

      Activity 4: Model the Forming of EBCs 271

      Part 1: Formative Assessment Opportunities 273

      Part 2: Making Evidence-Based Claims About Literary Technique 274

      Activity 1: Independent Reading to Find Supporting Evidence 277

      Activity 2: Read Aloud and Class Discussion 278

      Activity 3: Finding Supporting Evidence in Pairs 281

      Activity 4: Class Discussion of EBCs 283

      Activity 5: Forming EBCs in Pairs 283

      Part 2: Formative Assessment Opportunities 284

      Part 3: Organizing Evidence-Based Claims About Literary Technique 286

      Activity 1: Independent Reading and Forming EBCs 289

      Activity 2: Comparing EBCs 291

      Activity 3: Model Organizing EBCs 291

      Activity 4: Deepening Understanding 293

      Activity 5: Organizing EBCs in Pairs 295

      Activity 6: Class Discussion of Student EBCs 295

      Part 3: Formative Assessment Opportunities 296

      Part 4: Writing Evidence-Based Claims About Literary Technique 298

      Activity 1: Model the Communication of an EBC through Writing 301

      Activity 2: Model and Practice the Use of Questions and Criteria to Improve a Written EBC 302

      Activity 3: Writing EBCs in Pairs 304

      Activity 4: Reviewing and Improving Written EBCs 305

      Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 306

      Activity 6: Read Aloud and Class Discussion 307

      Activity 7: Independent Writing of EBCs 308

      Activity 8: Using Peer Feedback to Revise a Written EBC 309

      Part 4: Formative Assessment Opportunities 309

      Part 5: Developing Evidence-Based Writing 311

      Activity 1: Independent Reading and Class Discussion of Global EBCs about Literary Technique 315

      Activity 2: Forming Global or Comparative EBCs about Literary Technique 316

      Activity 3: Reviewing and Organizing EBCs 317

      Activity 4: Independent Drafting of a Final EBC Essay 318

      Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 319

      Activity 6: Class Discussion of Final EBC Essays 321

      Part 5: Summative Assessment 321

      Making Evidence-Based Claims about Literary Technique Unit Texts 324

      Making Evidence-Based Claims about Literary Technique Literacy Toolbox 331

      Making Evidence-Based Claims about Literary Technique Media Supports 352

      Unit 4: Researching to Deepen Understanding: Computer Technology: What Is Its Impact on Society? 353

      Learning Progression 354

      Sequencing Learning over Time and across Grade Levels 355

      Outline 356

      Introduction to the Researching to Deepen Understanding Literacy Toolbox 357

      Literacy Skills and Academic Habits 358

      How This Unit Aligns with CCSS for ELA and Literacy 360

      Terms and Definitions Used in This Unit 361

      Research Topics 362

      Common Source Set 362

      Source Search Locations 363

      Part 1: Initiating Inquiry 364

      Activity 1: Introducing the Unit 367

      Activity 2: Exploring a Topic 369

      Activity 3: Conducting Pre-Searches 378

      Activity 4: Vetting Areas of Investigation 384

      Activity 5: Generating Inquiry Questions 385

      Part 1: Formative Assessment Opportunities 388

      Part 2: Gathering Information 390

      Activity 1: Planning Searches for Information 393

      Activity 2: Building an Initial Research Frame 397

      Activity 3: Conducting Searches for Background Sources Using Inquiry Questions and Paths 399

      Activity 4: Assessing Sources 400

      Activity 5: Making and Recording Notes 404

      Activity 6: Conducting Searches Independently 407

      Activity 7: Reviewing and Revising the Research Frame 408

      Part 2: Formative Assessment Opportunities 409

      Part 3: Deepening Understanding 411

      Activity 1: Selecting Key Sources 414

      Activity 2: Analyzing a Source’s Perspective 415

      Activity 3: Reading Key Sources Closely—Forming Claims 418

      Activity 4: Writing EBCs about Sources 420

      Part 3: Formative Assessment Opportunities 421

      Part 4: Finalizing Inquiry 423

      Activity 1: Addressing Inquiry Paths 426

      Activity 2: Organizing Evidence 427

      Activity 3: Evaluating Research 428

      Activity 4: Refining and Extending Inquiry 430

      Part 4: Formative Assessment Opportunities 431

      Part 5: Developing and Communicating an Evidence-Based Perspective 433

      Activity 1: Reviewing Research Portfolios 436

      Activity 2: Communicating an Evidence-Based Perspective 436

      Activity 3: Writing a Bibliography 444

      Activity 4: Communicating a Final Evidence-Based Product (optional) 444

      Part 5: Summative Assessment Opportunities 446

      Researching to Deepen Understanding Common Source Set 448

      Researching to Deepen Understanding Literacy Toolbox 453

      Unit 5: Building Evidence-Based Arguments: Search Warrant 487

      Topic and Texts 489

      Learning Progression 489

      Sequencing Learning over Time and across Grade Levels 490

      Outline 491

      Introduction to Building Evidence-Based Arguments Literacy Toolbox 491

      How This Unit Teaches Vocabulary 493

      Literacy Skills and Academic Habits 493

      Common Core State Standards Alignment 495

      Part 1: Understanding the Nature of an Issue 496

      Activity 1: Introducing the Unit 498

      Activity 2: Exploring the Issue 500

      Activity 3: Deepening Understanding of the Issue 510

      Activity 4: Questioning to Refine Understanding 520

      Activity 5: Writing an EBC about the Nature of the Issue 521

      Part 1: Formative Assessment Opportunities 522

      Part 2: Analyzing Arguments 524

      Activity 1: Understanding Argumentative Position 527

      Activity 2: Identifying Elements of Argumentation 529

      Activity 3: Delineating Arguments 532

      Activity 4: Understanding Perspective 535

      Activity 5: Delineating and Comparing Arguments 536

      Activity 6: Delineating Additional Arguments 542

      Activity 7: Writing to Analyze Arguments 543

      Part 2: Formative Assessment Opportunities 544

      Part 3: Evaluating Arguments and Developing a Position 546

      Activity 1: Evaluating Arguments 549

      Activity 2: Developing a Perspective and Position 552

      Activity 3: Deepening Understanding 553

      Activity 4: Using Others’ Arguments to Support a Position 554

      Activity 5: Responding to Opposing Arguments 555

      Part 3: Formative Assessment Opportunities 556

      Part 4: Organizing an Evidence-Based Argument 558

      Activity 1: Identifying Supporting Evidence 561

      Activity 2: Developing and Sequencing Claims as Premises of the Argument 562

      Activity 3: Organizing Evidence to Support Claims 563

      Activity 4: Reviewing a Plan for Writing an Argument 564

      Part 4: Formative Assessment Opportunities 565

      Part 5: Developing Writing through a Collaborative Process 567

      Activity 1: Strengthening Writing Collaboratively: Principles and Processes 570

      Activity 2: Focus on Content: Ideas and Information 574

      Activity 3: Focus on Organization: Unity, Coherence, and Logical Sequence 577

      Activity 4: Focus on Support: Integrating and Citing Evidence 580

      Activity 5: Additional Rounds of Focused Review and Revision 582

      Part 5: Summative Assessment Opportunities 584

      Building Evidence-Based Arguments Unit Texts 587

      Building Evidence-Based Arguments Literacy Toolbox 590

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

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