2 periods

1. Reading “habits of mind”

Ability to select appropriate texts and understand reading strategies needed for the task.

List of appropriate websites

Identify sources you will use and note how each source relates to your task.

Meets

Selects appropriate text(s) for task.

Not yet

Attempts to meet the criteria for “meets.”

• Demonstrate reading strategies relevant to a type of text to prepare students for next steps in the ladder.
• Teacher distributes article entitled “What Is Biodiversity?” The article is read aloud as a class. Students circle unfamiliar words throughout the article. In pairs, students help each other understand or infer the meaning of the unfamiliar words. Teacher clarifies the meanings of words if necessary.
• Teacher models highlighting. Students reread and highlight the article.
• Students compare two articles — one useful, one not useful.
• Teachers will provide students with a list of appropriate websites. Students select 2-3 useful websites from the list to be used as their sources. Students develop their document in Google Docs, identifying selected websites.
• Provide students with template for bibliography and explain format and use.

3 periods

2. Note Taking:

Ability to read purposefully and select relevant information; to summarize and/or paraphrase.

Notes & short response

Using a note-taking method, select information (passages, facts, data) relevant to the task; list (bullet) each source and note relevant information.

What does “plagiarism” mean and what strategies can you use to avoid it?

Meets

Accomplishes task by selecting relevant source material to support controlling idea.

Answers question about plagiarism correctly and provides appropriate strategies for avoiding it.

Writes in readable prose.

Not yet

Attempts to meet the criteria for “meets.”

• Teacher demonstrates appropriate summarizing strategies followed by guided practice.
• Students take individual notes on the article entitled “What Is Biodiversity?”
• Students compare their notes to a teacher example.
• Review policy for plagiarism and develop students’ understanding of it.
• Provide students with a note taking method(s) and template.
• Discuss the term “relevant” and what it means stay on task — two demands embedded in the rubric.
• Identify any gaps or unanswered questions as you read about your topic.

1 period

3. Organizing notes

Ability to prioritize and narrow supporting information.

Notes and graphic organizer

Prioritize relevant information in your notes on which to build your sequence or process.

Meets

Provides a prioritized set of notes that connects points for logic structure or line of thought.

Suggests implications drawn from information about the issue or topic. 

Writes in readable prose.

Not yet

Attempts to meet the criteria for “meets.”

• Students organize and prioritize notes on template provided by teacher.

Pacing: 15 min

1. Bridging conversation:

Ability to prepare for composing process.

Short response (with bullets) and class work

In a quick-write, write about what you know now that you’ve read about _______(content). What strategies might you use to ensure your information is accurate?

No scoring

• Review professional or other samples of writing type and structure.
• Deconstruct professional samples of the type of writing students will engage in: 
• Demonstrate patterns of development (e.g., from most important to least important).
• Note the difference between a claim and a controlling idea or thesis.
• Note the difference between an “explanation” and an “argument.”
• Analyze purpose and audience.
• Analyze tone and language choices.
• Evaluate effectiveness. Do you get the information and explanation you expect? Why?
• Conduct a seminar on the prompt, key issue, or topic.
• Conduct a value-line exercise to ensure students understand a range of issues or options.
• Discuss the prompt and what students need to do to complete the writing portion.
• Refer to the rubric — point out demands and qualities of performance.