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Orca Curriculum Connections: I.D.

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Orca Curriculum Connections in the Language Arts Classroom A Reading Program Author: Kate Schoedinger his comprehensive package includes: Excerpts from the bestselling novelI.D.by Vicki Grant Teaching Strategies Student Exercises Teaching Tips All aligned to speciic English Language Arts Common Core Standards for Literacy Orca Curriculum Connections in the Language Arts Classroom Education is not the learning of facts, but the training of the mind to think. —Albert Einstein Common Core State Standards (CCSS)provide a framework within which teachers can engage young minds in the dynamics of critical thinking.To meet these standards, the modern adolescent reader, adept in a world of digital immediacy, must practice the skill of thinking critically while attending to vocabulary, syntax, background knowledge and comprehension. What can be a daunting challenge for the middle-school reader can be ameliorated by classroom teachers, media specialists and reading specialists trained in adolescent literacy development. his resource supports the CCSS English Language Arts Literacy strands for middle grade using iction excerpts accompanied by teaching strategies and student exercises.hese strategies adhere to CCSS best practices, helping educators develop in students the analytic reading skills and ability to synthesize ideas that will ensure their ongoing academic success.
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Orca Curriculum Connections in the Language Arts Classroom A Reading Program
Author: Kate Schoedinger
his compreensive package includes: Excerpts rom te bestseîng noveI.D.by Vîckî Grant Teacîng Strategîes Student Exercîses Teacîng Tîps All alîgned to specîic Englîs Language ArtsCommon Core Standards for Lîteracy
Orca Curriculum Connections in the Language Arts Classroom
Education is not the learning of facts, but the training of the mind to think.Albert Einstein
Common Core State Standards (CCSS)provîde a ramework wîtîn wîc teacers can engage young mînds în te dynamîcs o crîtîca tînkîng. To meet tese standards, te modern adoescent reader, adept în a word o dîgîta îmmedîacy, must practîce te skî o tînkîng crîtîcay wîeattendîng to vocabuary, syntax, background knowedge and compreensîon. Wat can be adauntîng caenge or te mîdde-scoo reader can be ameîorated by cassroom teacers, medîa specîaîsts and readîng specîaîsts traîned în adoescent îteracy deveopment.
hîs resource supports te CCSS Engîs Language Arts Lîteracy strands or mîdde grade usîng ictîon excerpts accompanîed by teacîng strategîes and student exercîses. hese strategîes adere to CCSS best practîces, epîng educators deveop în students te anaytîc readîng skîs and abîîty to syntesîze îdeas tat wî ensure teîr ongoîng academîc success. More împortant, te sugges-tîons în tîs program wî înspîre coaboratîve dîaogue în te cassroom.
Wîe te teacîng strategîes are presented în te ascendîng numerîca order o te EngîsLanguage Arts Lîteracy standards, tîs îs by no means a prescrîptîve program. Eac student and cassroom as unîque requîrements, and educators are encouraged to peruse te program and seect tose exercîses tat most beneit teîr students.
For eac ELA Lîteracy standard tat can be appîed to ictîona text, tîs program încudes an excerpt rom an age-approprîate nove, înstructîons or teacers and, were necessary, student workseets. he exercîses are desîgned to buîd on students’ îteracy skîs, most o wîc requîre students to înterpret text. Interpretatîon îs somewat reatîve, so answer keys are not necessary. Exampes ave been provîded to assîst în te teacîng process.
It îs te ope o te autor o tîs program and Orca Book Pubîsers tat te text seectîons and teacîng strategîes wî acîîtate îvey dîscussîon and promote an apprecîatîon o te dîscovery o knowedge.
Reaching More Readers 2 Orca Curriculum ConnectionsI.D.
CONTENTS
Orca Curriculum Connections in the Language Arts Classroom
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
I.D.by Vicki Grant: Title Information4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
CCSS ELALiteracy RL 6.1, 7.1 and 8.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Strategy: Two-Column Notes CCSS ELALiteracy RL 6.2, 7.2 and 8.2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Strategy: Word Splas
CCSS ELALiteracy RL 6.3, 7.3 and 8.313. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Strategy: About/Poînt
CCSS ELALiteracy RL 6.4, 7.4 and 8.4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Strategy: Cop an Attîtude CCSS ELALiteracy RL 6.5, 7.5 and 8.5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Strategy: Readers heater Hot Seat CCSS ELALiteracy RL 6.6, 7.6 and 8.6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Strategy: Say Sometîng CCSS ELALiteracy RL 6.7, 7.7 and 8.7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Strategy: Tableaux CCSS ELALiteracy RL 6.9, 7.9 and 8.935. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Strategy: Questîonîng te Autor CCSS ELALiteracy RL 6.10, 7.10 and 8.1039. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Strategy: Scorîng Progress
Teacher Scoring Worksheet . 40. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
References . . . . . . . . . . . . . . . . . . . . . . . . . . 41. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Orca Curriculum ConnectionsI.D. 3
Orca Curriculum Connections in the Language Arts Classroom
I.D. An Orca Sounding by Vicki Grant
9781551436944 PB 9781554696420 EPUB 9781551436982 PDF
Lexile Level: HL430 Fry Reading Level: 2.8 Pages: 112
Wen Crîs inds a waet on te street, e trîes to return ît to îts owner. In troube at ome and at scoo, e îs struggîng to do te rîgt tîng. However, as cîrcumstances sowy start unraveîng and îs woe îveappears eaded down te draîn, Crîs reaîzes tat te person wo owns te waet ooks a ot îke îm and as a îe e woud do amost anytîng or. Wat î e swîtced îdentîtîes? Wat î e became someone ese?
Reviews “A îg-quaîty story or reuctant readers…ast-paced, eart-tumpîng… wî appea to most any upper mîdde scoo or îg scoo boy.”—Klîatt I.D.îs remarkabe just or beîng about sometîng as topîca (and, unor-tunatey, entîcîng) as îdentîty tet. hen te book gets better by buîdîng an actua story (and not a ame moraîty esson) around îts îssue. It’s aso so tauty wrîtten tat I was împressed and engrossed în ow ît was a goîng to turn out.”—CD Syndîcated “Coerent, snappy prose…undenîaby motîvatîng; readers wî ee abe to commît to tîs book. Recommended.”—CM Magazîne
Vicki Grantet er career în advertîsîng and teevîsîon to wrîte er irst nove,he Puppet Wrangler, în 2004. Se enjoys wrîtîng or young aduts, wît a partîcuar înterest în reuctant readers. Vîckî’s books ave gone on to wîn many awards, încudîng te prestîgîous Artur Eîs Award în 2006. Se îves în Haîax, Nova Scotîa, wît er usband and tree cîdren.
More înormatîon îs avaîabe at www.vîckîgrant.com.
4 Orca Curriculum Connections
I.D.
I.D.in the Classroom he portraya o te protagonîst, Crîs, provîdes great opportunîty or îvey cassroom dîscussîon. An angry teen, Crîs oten conveys troug îs tougts sentîments tat young peope are dîscour-aged rom expressîng and yet a occasîonay ave. Hîs resentment toward teacers and parents and eow students îs reatabe yetextreme în a manner tat învîtes relectîon on approprîate attîtudes.
he subject o îdentîty tet îs topîca and înterestîng to youngpeope wo are în te process o estabîsîng teîr own sense o se. he events înI.D.can be tîed to news îtems, movîes and even teevîsîon commercîas.
Common Core Connections in the Language Arts Classroom
CCSS ELA-Literacy RL 6.1:Cîte textua evîdence to support anaysîs o wat te text says expîcîty as we as înerences drawn rom te text.
CCSS ELA-Literacy RL 7.1:Cîte severa pîeces o textua evîdence to support anaysîs o wat te text says expîcîty as we as înerences drawn rom text.
CCSS ELA-Literacy RL 8.1:Cîte te textua evîdence tat most strongy supports an anaysîs o wat te text says expîcîty as we as înerences drawn rom te text.
hîs strand requîres students to demonstrate an abîîty to anayze and understand wat tey are readîng and to cîte text to support teîr concusîons.
Excerpt: Capter One
STRATEGY FOR INSTRUCTION: TWO-COLUMN NOTES
hîs excerpt eatures scenes and caracters tat sît settîngs and provîde a great dea o înormatîon.Students can use te capter to ground temseves în te pot, predîct pot events and dîscuss eements o te story wît eac oter.
Group Discussion Use te oowîng our questîons to acîîtate a dîscussîon about makîng înerences prîor to assîgnîng te Two-Coumn Notes exercîse.
1. 2. 3. 4.
Wat îs my înference?Encourage students to dîferentîate between expîcît and împîcît detaîs în te text. Wat înformatîon dîd I use to make tîs înference?he answer to tîs may be înormatîon provîded în te text or background knowedge tat a student brîngs to te earnîng settîng. How good was my tînkîng?hîs represents te most poweru part o te process or students: examînîng te vaîdîty o teîr tînkîng. Do I need to cange my tînkîng?he poînt ere îs not to învaîdate students’ orîgîna înerences, but, rater, to ep tem deveop te abît o contînuay updatîng teîr tînkîng as tey gater new înormatîon.
Workseet Exercise he strategy Two-Coumn Notes provîdes students wît te opportunîty to cîte evîdence by takîng notes wîe îstenîng or readîng. Wîe readîng te passage, students soud stop at varîous poînts to record an înerence and te evîdence rom te passage to support teîr înerence. Detaîed înstructîons are provîded on te student pages.
Common Core ConnectionsI.D. 5
Student Worksheet I.D.by Vicki Grant
TwoColumn Notes
Instructions: 1. Before you read the following excerpt, prepare for note taking by creating two columns on a sheet of paper. The righthand column should be larger than the lefthand column, as it is the section where you will be making most of your notes. 2. Label each column. Title the lefthand columnInference, and the righthand columnEvidence. 3. Read or listen to the following excerpt actively and with purpose. As you read or listen, ask yourself these questions: What is the main idea or topic? What do I know about the setting and the character? 4. Take notes as you read paragraph by paragraph. In the righthand column, state the main idea of each paragraph or scene*, and in the left column make notes about the details that support your statement about the main topic. *A new scene is signaled each time the main character, Chris, moves on to a new location.
soudn’t ave stopped. I was ate aready. But î you see a waet on te sîdewak, wat I do you do? You stop. I pîcked ît up. I ooked around. I coud ony see one person, an od guy, wakîng îs dog. Mr. Oxner was goîng to kî me. I’d aready been suspended a coupe o tîmes or not sowîng up, lunkîng out, moutîng of, watever. He’d gone crazy at me te day beore. He saîd tîs was my ast cance. I I so muc as cewed gum în cass—tat’s wat e saîd—I was out or good. Expeed. Lîke I cared. I wanted to say, “Sove ît.” I dîdn’t need anyone—especîay Oxner—teîng me wat I coud or coud not do. But I needed a pace to stay. I needed to eat. I I got expeed, my stepater woud totay ose ît. He’d make me go back to workîng ceckout at te grocery store or sîx bucks an our. He’d probaby try to kîck me out o te ouse. He’d or sure make my îe e. (Lîke ît wasn’t aready.) I coud just ear îm goîng on and on about ow I’d screwed up agaîn. How I’d never amount to anytîng. How I was a waste, deadweîgt, a jerk. Yea, rîgt. Takes one to know one. hat’s wat I’d be tînkîng—but I woudn’t say ît. I’d just ave to keep my mout sut. I coudn’t ack tat. here’s no way I coud just stand tere wîe Ron spat a over me and Mom crîed and Mandy dîdn’t. he kîd was ony ourteen, but se coudn’t even cry anymore. Se’d seen ît a beore.
I ad to get to scoo. I ad to keep Oxner appy or anoter mont. hen I’d graduate. I’d get a job—îke, a rea job—and get out o te ouse or good.
6 Common Core ConnectionsI.D.
Student Worksheet I.D.by Vicki Grant
I ooked at my watc. I ooked at te od guy. I coud te e wasn’t rîc. I dîdn’t want îs dog to go ungry. I igured I coud make ît. I ran over to îm. I went, “Hey!” I saîd ît too oud. He put îs ists up îke e was goîng to ît me. It was patetîc. He must ave been eîgty. “Dîd you ose a back waet?” I saîd. He put îs ands down and auged. He saîd, “Woa, tere, young ea! I tougt I was goîng to ave to sow you wat or! And I coud ave too. Don’t et tîs gray aîr oo you. I used to be a boxer, you know…” I cut îm of. I sowed îm te waet. “hîs yours?” “Coud be,” e saîd. “How muc money’s în ît?” I pued ît open and counted te bîs. “About seventy-ive bucks,” I saîd. “Na,” e saîd, “I woudn’t take ît of your ands or anytîng ess tan a undred!” He ad a good aug about tat. I coud ave smacked îm. I dîdn’t ave tîme to waste on some od geezer and îs stupîd jokes. I swore—and scared îm agaîn. I stufed te waet înto my back pocket and ran. I made ît to mat cass just în tîme. I skîdded înto my desk rîgt as te be stopped rîngîng. Oxner coudn’t say a tîng. I ooked straîgt at îm and auged. He put on tîs prîssy smîe and saîd, “So gad you coud make ît, Crîstoper.” I coud te e was reay pîssed of tat e coudn’t do anytîng to me. He started wrîtîng on te board îke a manîac. he cak snapped în a, and e muttered sometîng under îs breat. “Wat was tat, sîr?” I saîd. “Dîd you say sometîng?” He went a wîte and twîtcy. “Notîng,” e saîd. “I dîdn’t say anytîng.” Yea, rîgt. Lîke we a dîdn’t know e was swearîng. Poor baby broke îs cak. Wat an îdîot. Aexa Doucette turned around and wînked at me. Se was augîng. Se wîspered, “Nîce job! You so naîed îm!” I îked tat. I never knew se’d even notîced me beore. I ad a pencî and some paper. I brougt my textbook. I Oxner asked, I even knew wat page we were on. Everytîng was goîng great. I was buetproo. I smîed back at er. It’s unny now, but I remember sîttîng tere tînkîng, “hîs just mîgt be my ucky day.”
Common Core ConnectionsI.D. 7
Common Core Connections in the Language Arts Classroom
CCSS ELA-Literacy RL 6.2:Determîne a teme or centra îdea o a text and ow ît îs conveyed troug partîcuar detaîs; provîde a summary o te text dîstînct rom persona opînîons or judgments.
CCSS ELA-Literacy RL 7.2:Determîne a teme or centra îdea o a text and anayze îts deveopment over te course o te text; provîde an objectîve summary o te text.
CCSS ELA-Literacy RL 8.2: Determîne a teme or centra îdea o a text and anayze îts deveopment over te course o te text, încudîng îts reatîonsîp to te caracters, settîng and pot; provîde an objectîve summary o te text.
hîs standard requîres students to recognîze, îdentîy and understand te autor’s message over te course o te text.
Excerpt: Capter One, Capter Two, Capter Four, Capter Six, Capter Eigt, Capter Ten,Capter Eleven
STRATEGY FOR INSTRUCTION: WORD SPLASH
In tîs serîes o excerpts, we see Crîs strugge wît te îdea o keepîng te money and îdentîty o te waet’s owner.
A Word Spas îs a coectîon o words and prases rom a text tat are dîspayed în a nonînear asîon and ten reconigured înto sentences tat eîter predîct outcomes o an unread text or summarîze students’ understandîng o a text tey ave read.
Group Discussion Teacers may provîde key words, prases and concepts as a Word Spas or dîscussîon prîor to readîng te excerpt. Students may work în paîrs to buîd predîctîve statements usîng two words în eac sentence tey construct. he statements o eac paîr can be sared and dîscussed wît te arger group.
Workseet Exercise Usîng te excerpt, students wî work în paîrs to buîd teîr own Word Spas and ten use ît to wrîte a paragrap tat summarîzes te events o te passage.
Possible Word Splas Items:waet, Crîstoper, Aexa, Mr. Oxner, money, umîîatîon, ambîtîon, attîtude, anger, weaty, seventy-ive bucks, sîgnature,ATM, return, reward, job, Andrew Asbury, drugstore, razor, beac, dye, baggage caîm, bank card, bank, îdentîty, îdentîicatîon, suît, poîce, cab, nervous, Vîsa, lîgt, dufe bag, crîmînas, aîrport
8 Common Core ConnectionsI.D.
Word Splash
Student Worksheet I.D.by Vicki Grant
Instructions: As you read the following excerpts, select words you think may be important and write them randomly on the worksheet provided. Once you have finished the excerpt, look at the words on your worksheet. Using in each sentence at least two of the words you have recorded, write a paragraph that summarizes the central idea in this piece of writing.
EXCERPT ONE
I soudn’t ave stopped. I was ate aready. But î you see a waet on te sîdewak, wat do you do? You stop.
EXCERPT TWO
I soud ave ound out te prîce o te pîzza irst. “Eîgt doars and ity-sîx cents— beore te tîp,” Joe saîd, îke e aways does. he guy’s got one joke. I orgot e carges more or vegetarîan. I ad maybe sîx bucks and cange în my jeans. I put ît on te counter. I cecked my jacket, bot pockets. I ound our cents. I was get-tîng nervous. I don’t îke ookîng bad. Aexa was makîng tese îtte noîses îke se was goîng to say sometîng. Joe—Mr. Funny Guy—wasn’t augîng anymore. He dîdn’t îke me odîng up te îne. I dîdn’t want to ave to ask one o my buddîes or some cas. hen I remembered. “Sorry,” I saîd. “I orgot I put my money în my back pocket.” I took out te back waet and anded Joe a ten. “Keep te cange,” I saîd.
EXCERPT THREE
here were ots o good reasons not to eave te owner’s waet în îs maîbox. I put ît back în my pocket. I’d repace te money I used. I’d ca te guy beoreand to make sure e was tere. I’d come back anoter day.
Common Core ConnectionsI.D. 9
Student Worksheet I.D.by Vicki Grant
EXCERPT FOUR
hat’s wat I needed to do. Escape. I knew I ad to ind anoter way to get out o tîs pace. I pîcked up a te cards and stuf and put tem back în te waet. I trîed to put tem în just te way tey were beore. I put Aexa’s number în my back pocket. I counted te money et. About ity-seven doars. he next day I’d borrow eîgteen doars rom my sîster, and ten I’d ca Asbury on te pone. I igured a rîc guy îke îm woud probaby gîve me a nîce reward or returnîng îs waet sae and sound. hat woud be my irst step out o ere.
EXCERPT FIVE
I ad te money now, toug. I’d just borrow some more rom te waet. No, I woudn’t. I woudn’t borrow ît. I’d take te money. I’d ca Asbury and te îm I ound te waet, but tere was no cas în ît. Wat woud a guy îke îm care about seventy-ive bucks? He’d be gad just to get îs cards and stuf back. hey were stî wort a reward. I’d et drop tat I îved on Fuer Terrace. He’d know anyone îvîng în a pace îke tat coud use some money. Maybe e’d turn out to be a nîce guy ater a and gîve me sometîng good.
EXCERPT SIX
It wasn’t aîr. It wasn’t my aut my parents coudn’t get teîr crappy îves togeter. It wasn’t my aut my moter ad to quît aîrdressîng scoo wen I was born. It wasn’t my aut my ater took of. It wasn’t my aut Ron was a jerk, we îved în a oe, scoo sucked. I dîdn’t ask to be born. I I dîd, I sure woudn’t ave asked to be born înto tat screwed-up amîy. hîs was teîr aut—but I was te one wo ad to îve wît te consequences. We, rîg tat. No more. I’d ad enoug. I reaîzed wat I was goîng to do. I soud ave tougt o ît earîer. I opened te waet. I ooked at tat pîcture o Asbury agaîn. I counted te money I ad et. I’d passed a drugstore on te way ere. I was goîng back to ind tat store.
10 Common Core ConnectionsI.D.