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ScholaStIc.coM ITEM# 153045 50M 07/08 High-growth jobs require more educated workers with the ability to THE WORLD respond flexibly to complex problems, communicate effectively, HAS CHANGED... HAS your manage information, work in teams, and produce new knowledge. ENGLISH LANGuAGE Are They reAlly reAdy To Work, 2006 ARTS CuRRICuLuM 68% kEPT uP? of 8th graders are reading at ThE job oF EduCATIoN Is To PREPARE sTudENTs To suCCEEd Introducing Expert 21 ...... 2 basic and below, IN ThE WoRld. The challenge is that the world is a constantly changing The Expert 21 Learning Matrix ...... 4 yet the literacy demands of the 21st place. It has been transformed during our lifetime—technology has The Arc of Inquiry ...... 6 become ubiquitous and global competition has intensified. The Explore the Expert Question...... 8 Century require proficiency and beyond. economies of leading countries are now based on the delivery of Read and Synthesize ...... 10 AmericA’s perfecT information and knowledge—not on the manufacturing of material Write and Communicate ...... 14 sTorm, 2007 goods. Given the rate of change, the world is likely to be transformed Apply Expert Skills ...... 16 again before our middle school students graduate from high school, Expert Space ...... 18 in ways we cannot even predict. Today, college readiness A Systemic Path for Acceleration ..... 20 Across the country, leaders in education, business, the level of achievement attained by eighth grade is the Embedded Support (RTI) ...... 21 and government are working together to articulate what single best predictor of college and career readiness, Assessment for the 21st Century ...... 22 also means career readiness. our students will need to be successful in the workplace trumping anything that happens in high school. of the 21st Century. While the future is inherently The average person in the 21st Century is likely to Actionable Reports ...... 23 While not every student plans to attend unknowable, there is widespread consensus that the change careers five times. Therefore, each person will fastest-growing jobs will require a level of education, have to develop a portable set of skills that will enable Essential Skills & Strategies ...... 24 particularly a level of literacy, that is higher than ever them to adapt from job to job. Critical thinking, problem A 21st Century Instructional Model .... 26 college, the majority of the fastest growing in our history. Yet 68% of American eighth graders are solving, innovation, and collaboration have become the reading at basic or below (NAEP). price of entry for every career. Expert Faculty ...... 27 st jobs require knowledge and skills comparable For today’s students, career readiness equals The central importance of 21 Century literacy has 21st Century Learning Map ...... 28 college readiness. While not every student will attend motivated teachers, parents, students, employers, and college, the majority of the fastest growing jobs require our national leaders to ask: Is the middle school English to that of a first-year college student. a level of knowledge and skills comparable to that of a language arts curriculum delivering the knowledge and The forgoTTen st middle, 2008 first-year college student. Recent studies indicate that skills necessary for students to thrive in the 21 Century?

b scholastic.com/expert21 INTRODuCING ExPERT 21

ExpErt FilE Workplace and life SkillS 6.10 Writing a Résumé s, education, and A résumé is a brief summarysummary of a person’s skillskills, education, and ExpErt FilE paper printout, an electronic work experience.) A résumé can be a Anchor Media ICaTIon TeChnologyfile, or a Web 4page..7 Some people vene create “video résumés.” READING, WRITING, AND InformaTIonWriting and a CommunRésumé A résumé always begins with the Katrina Espinosa job seeker’s name 5426 Pheasant Run, Apt. 6 1 dVd per course and contact Austin, TX 78709 Email■ start preparing information. (512) 555-1212 for college and the

future. This résumé Etiquette focuses on skills because the job Kit seeker does not ToolKit Cool Reasonsemail to etiquette, have much work ST When youCreate practice a email Résumé etiquette, experience. manners and common sense when sending and receiving Why Do It? written1. messages. Get hired. Having a Email Etiquette résumé gives you is crucial for: an edge over people ■ sending clear, short To Allwho Students only fill out an Teacher messages. Cc application. thinking FOR THE 21 CENTuRy ■ Guide to Email Etiquette Good résumés can keeping your email Subject 2. Review what you’ve be read quickly and communication safe done so far in DOs and DON’Ts oxes easily. They use and private. on’t clutter up people’s inb bullets and lists and Home Page life—to see where have extra space ■ helping you get Do includeyou need a subject more line. D tters— between sections. your point across. experience. on’t’t type in all capital letters—le Do3. be Get brief valuable and focused. DDon Don’t use a lot of slang and y. (Use EducatiOn practice for , 2009–present Do choose words carefull .) abbreviations.• Kennedy Middle School completing college aticallys: Algebra I, English, emoticons sparingly, if at all Don’t use “Reply Current All” Course autom Email Etiquette applications. with a Physical Science, American History —do you really WANT to email Do address the person • Reed Elementary School, 2004–2009 is cool because everyone on the list? you can: greeting at the beginning: rivate— “Dear Susan,” Don’t assume emails are p hank you” mail can be forwarded anywhere! 1. Avoid being Do say “please” and “t will be embarrassed. to show respect. u Don’t expect your email IT’S TIME FOR A NEW kIND OF ENGLISH LANGuAGE ARTS Do write only things that yo opened immediately. 2. Make good use of your time—and would say to others in person. others’ time. 3. Contact experts Sign offs for information on Sincerely Yours school projects. Greetings Formal: Dear Mr. Jones TTYL (Talk to you later) 4. Use subject lines to Formal: Informal: CuRRICuLuM FOR A NEW GENERATION OF STuDENTS. help you easily find Informal: Hey Suzie messages. Student Home Page While there are many skills students need to be successful, productive citizens in the 21st Century, there is one core competency at the heart of them all: literacy. Expert 21

has been designed to accelerate students in Grades 6–9 from basic to proficient—and 21Book beyond—so they are prepared with the literacy expertise to thrive in the 21st Century. 2 volumes per course 21st Century Toolkit 300 Expert Files

explicit instruction in and application of 21st century skills that students will use in college, career, and life expert Instructional Preview Get started with Expert 21 with a walkthrough of the program’s instructional support, technology,

assessment, and reporting. Preview Instructional

content that students want to read Research Foundations Learn the research principles that support Expert 21’s curriculum and instruction from our esteemed faulty. Gain valuable insight and direction from the country’s leading experts defining 21st Century instruction. Research Foundations

because it’s relevant and contemporary

Instructional Routines Professional Development Guide Use Expert 21’s instructional routines to differentiate and support varying levels of proficiency in the classroom. These instructional routines provide educators with the ™ necessary support to enhance instruction. Routines Instructional

Literature Circles Incorporate even more literature in your classroom using Professional the Expert 21 Literature Circle Novel Guides (72 guides, 24 books per course, 3 leveled books per workshop). Circles Development Guide Literature Expert Space Facilitating Learning in a 21st Century Classroom Provide students anytime, anywhere access to build content-area knowledge and expertise, plan and Teacher’s Editioncomplete projects and assignments, and develop 21st Century information literacy skills. Proficiency Report

and Tools ProficiencyTEACHER: SARAH Report GREENE

content that integrates english language arts Curriculum Digital ProficiencyTEACHER:School: SARAHThe Report Lincoln GREENE School 2 volumes per courseOnline Assessment and Reporting TEACHER:Grade: SARAH6, 7,GREENE 8 School: The Lincoln School Use Expert 21’s comprehensive suite of assessment tools Time Period:Grade:09/01/046, 7, 8 Ð 01/05/06 for benchmark, progress monitoring, and curriculum- School: The Lincoln School Grade: 6, 7, 8 based assessment. Actionable reports support Time Period: 09/01/04 Ð 01/05/06 and interdisciplinary content area literacy differentiated instruction and RTI efforts. Time Period: 09/01/04 Ð 01/05/06 and Reporting Grade 6 Online Assessment

For more information, call toll-free 1-800-SCHOLASTIC or visit st www.scholastic.com www.scholastic.com/expert21 Reading, Writing, and Thinking for the 21 Century

Professional Development Guide ™

Teacher ProficientBasicBelow Basic BasicBelow Basic expert space Implementation Guide Below Basic the first-ever Digital curriculum and toolKit for the 21st century

BR = Beginning Reader BR = Beginning Reader BR = BeginningUsing Reader This Report UsingPurpose: This Report books that have Lexile¨ measures above the student's current Lexile¨ score. UsingPurpose: This ReportThis report acknowledges students who have passed quizzes on booksFollow-Up: that have Lexile¨Compare measures the performance above the standard student's breakdowns current Lexile¨ for the score. particular Purpose: groupThis report or class acknowledges to those of the students grade who as a have whole. passed Use the quizzes information on to set booksFollow-Up: thatinstructional have Lexile¨Compare goals, measures the setting performance above appropriate the standard student's targets breakdowns current for the Lexile¨ group for orthe score. class. particular group or class to those of the grade as a whole. Use the information to set Assessment Follow-Up:instructionalCompare goals, the setting performance appropriate standard targets breakdowns for the group forthe or class. particular group or classPrinted to by: those Rebecca of the Danylcheck grade as a whole. Use the information to setPage 1 of 2 Printed on: 01/05/06 instructionalCopyright goals, © setting Scholastic appropriate Inc. All rights targets reserved. for the group or class. v 1.34 Printed by: Rebecca Danylcheck Page 1 of 2 Printed on: 01/05/06 Copyright © Scholastic Inc. All rights reserved. v 1.34 Printed by: Rebecca Danylcheck Page 1 of 2 Printed on: 01/05/06 Copyright © Scholastic Inc. All rights reserved. v 1.34 inquiry-based learning Reading, Writing, and Thinking for the 21st Century that helps students build and question understanding and Grade Level Benchmark Progress Monitoring Teacher Assessment and Summary Reports knowledge of the world in which they live, learn, and work Implementation Guide

21st Century Toolkit 4 Scoring Guide ® Teaching Guide

2 expert 21 program overview scholastic.com/expert21 3 Workshops sTrAnds 21sT cenTUry leArning Expert 21 is organized into eight In each course, students will Each workshop focuses on THE ExPERT 21 LEARNING MATRIx workshops per course. Each workshop explore various kinds of inquiries application of key 21st Century is an inquiry built around a central including Personal Inquiry, skills and practices. These skills ST Expert Question and drives toward a Intellectual Inquiry, Content Area are always taught in the context ESSENTIAL 21 CENTuRy culminating project. Each workshop Inquiry, social Inquiry, and of the English language arts builds English language arts competency Global Inquiry. curriculum, with connections to the kNOWLEDGE AND SkILLS while engaging students in 21st Century content areas, enabling educators learning and application. to maximize instructional time.

Personal Inquiry Intellectual Inquiry Content Area Inquiry Social Inquiry Personal Inquiry Intellectual Inquiry Content Area Inquiry Global Inquiry 1 live your 2 world 3 earth 4 we the 5 stories of 6 aNimal 7 history 8 oN a dream woNders alert people survival watch lost aNd fouNd missioN How can I get what I What makes How are we changing What does it take How do humans and How can we find out what What is our responsibility course want out of life? something amazing? the Earth? to fit in? Who will survive? animals change each other? really happened? to others?

ExpErt projEct Innovate ExpErt projEct Debate ExpErt projEct Research ExpErt projEct Social Action ExpErt projEct Case Study ExpErt projEct Debate ExpErt projEct Case Study ExpErt projEct Social Action Create Your Future MyPage Pick the 8th Wonder of the World What’s Your Carbon Footprint? Create a Welcome Guide Survival in the Snow What to Do About Zoos? Mystery From the Stone Age The Big Give

ExpErt Sprinter ExpErt Community Architect ExpErt Environmental Activist ExpErt Social Worker for Immigrants ExpErt Tracker and Survival Instructor ExpErt Animal Behaviorist ExpErt High-Altitude Archeologist ExpErt Nonprofit Founder

SkillS SkillS SkillS SkillS SkillS SkillS SkillS SkillS • Ask Questions • Set and Use Criteria • Analyze Data • Gather Information • Follow Directions • Understand Persuasive Techniques • Organize Information: Classify • Set Goals • Gather Information • Build an Effective Team • Solve Problems • Determine Priorities • Make Decisions • Understand Multiple Perspectives • Analyze Images • Evaluate Sources

1 mappiNg 2 sports 3 Nature’s 4 breakiNg 5 america 6 plagued 7 extreme 8 a better your life report fury barriers speaks by disease adveNture world Do we care too much How can we deal with How do we protect What does it mean How can we fight the battle Does the thrill of adventure What can I do to make the course Where am I going? about winning? natural disasters? our rights? to be American? against disease? outweigh the risks? world a better place?

ExpErt projEct Innovate ExpErt projEct Debate ExpErt projEct Case Study ExpErt projEct Research ExpErt projEct Research ExpErt projEct Case Study ExpErt projEct Case Study ExpErt projEct Social Action Create Your Life Map School Teams: Who Deserves to Play? Evacuate the City? Heroes Hall of Fame Story of a Lifetime: Oral History Quarantine the School? K-2 Mountain: What Went Wrong? Get Involved!

ExpErt Hip-Hop Choreographers ExpErt Sports Reporter ExpErt Research Meteorologist ExpErt Disability Rights Activist ExpErt Playwright and Performer ExpErt Disease Detective ExpErt Adventure Photographer ExpErt Disaster Zone Architect

SkillS SkillS SkillS SkillS SkillS SkillS SkillS SkillS • Make Decisions • Justify an Argument • Organize Information • Gather Information • Analyze Images • Set and Use Criteria • Analyze Errors • Understand Persuasive Techniques • Set Goals • Understand Multiple Perspectives • Solve Problems • Evaluate Sources • Ask Questions • Analyze Data • Analyze Risk • Analyze Media Messages

1 college 2 desigNiNg 3 life at 4 1960s: staNd up, 5 ishowcase 6 space 7 eyewitNess 8 do the 101 the future the edges be heard iNvaders to history right thiNg How can I get ready for What are the costs and How do people survive in Should we explore course the future I want? benefits of technology? extreme environments? How can we be heard? What makes art powerful? outer space? What was it like to be there? What values do we live by?

ExpErt projEct Innovate ExpErt projEct Research ExpErt projEct Research ExpErt projEct Social Action ExpErt projEct Innovate ExpErt projEct Debate ExpErt projEct Research ExpErt projEct Social Action Future 101 Invention Zone Extreme Habitat Rally for a Cause Self-Portrait: Pick Your Media Should We Continue to Explore Space? Eyewitness to the Present Day What Would You Do?

ExpErt Guidance Counselor ExpErt Game Designer ExpErt Polar Scientist ExpErt Community Organizer ExpErt Tap Dancer ExpErt Astronaut and Teacher ExpErt U.S. Marine & Human Rights Activist ExpErt Genetic Scientist

SkillS SkillS SkillS SkillS SkillS SkillS SkillS SkillS • Analyze Data • Solve Problems • Gather Information • Understand Persuasive Techniques • Set and Use Criteria • Evaluate Sources • Ask Questions • Make Decisions • Analyze Risk • Design: Visual Aids • Build an Effective Team • Analyze Media Messages • Analyze Images • Deliver Speeches • Play a Role • Examine Multiple Perspectives

4 expert 21 program overview scholastic.com/expert21 5 THE ARCworkshop OF 7INQContentu AreAIR inquiryy Each workshop leads students through an inquiry process that takes approximately 21 days. A WORkSHOP DESIGN THAT ASkS STuDENTS students begin by exploring an Expert Question crafted by dr. jeffrey Wilhelm, the country’s leading voice on inquiry, motivation, and engagement in reading and language arts. Each TO ENGAGE WExtrEmEITH REAL-WORLD ISSuES AND workshop culminates in a real-world application. CREATE NEWadventure IDEAS AND kNOWLEDGE Expert Question: Does the thrill of adventure outweigh the risks?

Expert Question: Does the thrill of Inquiry 1 The Will to Endure Inquiry 2 High Adventure, High Risk ? adventureExpert Knowledge outweigh ExpositoryExpository Expert Reading Expert Reading Expertthe Knowl risks?edge Reading 1 Reading 2 Reading 3 Reading4 Reading5 Reading6 travel memoir primary source poetry myth biography magazine Writing news article Watch the Anchor Media! article Writing news article Watch the Anchor Media! page 154 from Facing Death on K-2 Facing Death on K-2

expert page 600 Miles to Northward A Song for Escape From High-Tech 154 On a dangerous peak, a few mistakes An audiovisual Into the Wild On a dangerous peak, a few mistakes An audiovisualintroduction Timbuktu Bound: Sacagawea the Land of Trekkers can cost climbers their lives.

Compare-and- introduction African-American By Jon Krakauer Compare-and- can cost climbers their lives. to Extreme By Kira Salak By Jane Yolen the Cyclops By Sunita Apte page 224 to Extreme Contrast Essaypage Adventure. Polar Explorer A young man is found Contrast Essay 224

21 Book TM Adventure. By Homer, retold by A woman, a canoe, an Matthew Henson A major author celebrates Check out today’s Compare and contrastCompare and contrast How can I get what I want out of life? dead in the Alaskan

Barbara Leonie Picard ApplyExpert Skills

isolated wild river in West a young Native American extreme explorers— two adventurers.Apply Expert Skills . / 0 1 2 3 Narrative

Writing ■ two adventurers.

Course I Volume 1 wilderness. What 0:00/ 2:30 By Matthew Henson world Synthesizeand Read Africa—will she survive? woman who braved extreme where they go, what wonders 0:00/ 2:30 Odysseus is the ultimate happened? page 216 What makes something amazing? travel conditions to guide a they pack, and what page 216 . / 0 1 2 3 Expository page 160 Matthew Henson tells what adventurer—but how Writing infographic famous expedition. they discover. Write and Communicate it was like to be part of the will he deal with a maps Write and Communicate ALERT Explore Expert Space How are we changing the Earth? Explore Expert Space first team of explorers ever page 182 ferocious giant? infographic . / 0 1 2 3 Persuasive Writing page 155 page chart BReAkinG page 155 to reach the North Pole. 200 Explore the Expert Question page Barriers ExploreExpertthe Question See Extreme Adventure online at 190 How do we protect our rights? See Extreme Adventure online at infographic page 208 Expository . . / 0 1 2 3 www.expert21.com/student CourseWriting II Volume 1 www.expert21.com/student. gallery For more information, call toll-free 1-800-SCHOLASTIC or visit www.scholastic.com www.scholastic.com/expert21 Reading, Writing, and Thinking for the 21st Century Volume 1 page 170 PRojECt Meet the ExMeetpert the Expert PRojECt CASE STUDY 21Book TK CASETK STUDY Jimmy JimmyChin: Chin: What Went Wrong? What Went Wrong? AdventureAdventure Photographer Photographer page 228 page 228 page 156 Thepage thrills—and 156 The risks—thrills—and of getting therisks—of perfect getting the action shot. perfect action shot.

21st Century Skills 21st Century Skills Analyze Errors Analyze Risk Strategy Check Anchor Media DVD Strategy Check page 186 page 214 page 232 page 232

6 expert 21 program overview scholastic.com/expert21 7 ExPLORE THE ExPERT QuESTION FRONTLOADING kNOWLEDGE AND CuRIOSITy TO ESTABLISH A reason TO READ

Recent research indicates that there are several powerful strategies for engaging adolescent readers with text. THE ExPERT QuESTION First and foremost, students need a reason to read. Every workshop begins with exploration of an Expert Question, The Expert Question connects students to real-world expertise and establishes JEFFREy WILHELM, PH.D. which connects with students’ lives and interests in a meaningful way, and helps to establish a purpose for a relevant, meaningful reason to read. Each question helps students understand Inquiry, Motivation, and reading. Going far beyond activating prior knowledge, Expert 21 asks students to explain, explore, and elaborate why they are learning, as everything taught in an inquiry unit, including Engagement upon what they know. Recognizing that many students come to school with deficits in background knowledge, strategies, concepts, and attitudes, is in the service of investigating the question. boise state university Expert 21 uses anchoring, a proven strategy for building knowledge, to help students create mental models to aid in text comprehension. dr. jeffrey Wilhelm has been studying the impact of ANCHOR MEDIA Expert Knowledge motivation on the acquisition Each workshop is launched with Anchor Media that provide an introduction to an of literacy skills in adolescents expert as well as a preview as the workshop readings. These videos give students Does the thrill of adventure for more than 25 years. his contextual knowledge that leads to better comprehension of the literature and research has catalyzed a expository text. outweigh the risks? national conversation on the importance of inquiry. Adventure, beauty, and a desire to test themselves drive adventurers on their quests. This workshop celebrates some great explorers and the adventures they’ve taken. specifically, what kind of question can motivate students Anchor Your knowledge opinionaire to engage with text in a deep Watch the Anchor Media, “Extreme Explorers,” Before this workshop, put a checkmark to the left way? dr. Wilhelm has found and meet Jimmy Chin, a photographer who of each statement in the chart below that you agree risks his life to bring pictures of adventurers with. Then, come back after the workshop. Put a that all students need to back home. check next to the statements you still agree with. begin with a question that has relevance to “real” life and that TOPIC: BEForE AFTEr ties to their interests. because Workshop Exploring Workshop of the critical role they play, You must push yourself to the limit to learn who you really are. dr. Wilhelm personally crafted

The thrill of adventure is worth all the Expert questions in 0:00/ 2:30 any risk. Expert 21, drawing on the worKshop goals No matter how many times you fail, practices observed over two you should always try again. To gain expert knowledge about decades of research. The limits you set for yourself are explorers, you will only in your mind. • study informational texts about the Surviving harsh environments is achievements of famous explorers. more of a mental challenge than a physical one. • read literature about some great classic adventures. The most beautiful places in the MEET THE ExPERT world are the hardest ones to get to. • learn important skills and strategies to In both the Anchor Media and the 21Book, students help you understand what you read. When something goes wrong during Anchor an expedition, it usually couldn’t have are invited to meet an expert at the beginning of each been prevented. Media can be • develop 21st Century skills to undertand workshop. Experts work in fields that require them launched on a how to analyze errors and analyze risk. Any accident can be avoided with good planning. to apply the skills taught in the workshop. These are whiteboard for • write a compare-and-contrast essay ExPLORE MORE people who are passionate and engaged with their work. teacher-guided about explorers. There’s not much left of this planet that really needs exploring. before beginning each exploration and • do an Expert project to analyze what instruction. workshop, students have CAREERS AND COLLEGE READINESS went wrong during an expedition. the opportunity to learn Expert profiles include information students want to 154 Workshop 7 more about it online. know: the expert’s salary, average hours worked per day, and their level of education. Each Expert is also linked to the u.s. department of labor’s career clusters.

8 expert 21 program overview scholastic.com/expert21 9 READ AND SyNTHESIZE Literary TExTS THAT TEACHERS LOVE TO TEACH

being able to read and write multiple forms of text and integrate them with prior understanding is the Reading literary text enables hallmark of 21st Century literacy. Each workshop in Expert 21 features six readings plus an Expert Reading. students to build empathy for of the six main readings, appoximately half are literary and half informational. selected for their ability to others and understand different provoke critical thinking and discussion, each literary reading helps students gain knowledge related to the contexts and worlds. It also Expert Question as well as read critically and develop skills and metacognitive strategies to synthesize and provides the opportunity communicate their understanding. to explore qualities of literary language, story structure, and authorial intent. Reading4 Myth

¶1After their ten-year-long war with the men of Troy was ended and the Trojan city had fallen in flames and smoke, the victorious Greeks gathered together their booty and their prisoners. When the great King Agamemnon, who was in charge of all the Grecian army, had given the word, one by one all those leaders of the Greeks who had survived the fighting boarded their ships and set sail for home. Among them was Odysseus, king of the little island of Ithaca, lying off the mainland of Greece. He and his men put out to sea in twelve ships of fifty oars, their white sails unfurled and their blue-painted prows thrusting through the waves as the wind filled the sails. And the heart of every man was happy as he thought how at last, after ten weary years of battle, he would once again see Ithaca, which was his home. ¶ 3 After a few days at sea, Odysseus and his men landed in the country of the Cicones. Because for ten years their minds had been from by Homer filled with thoughts of war and strife, it did not seem to them an evil The Odyssey thing to fall unprovoked upon the Cicones in their coastland city, retold by Barbara Leonie Picard killing the men and driving off their cattle. In this retelling of On the beach they divided the spoils. Each man in the twelve ships had an equal share. When this was done, Odysseus urged that they a legendary travel should set sail at once. But they were arrogant in their success, and adventure, a war gave no heed to his advice. Instead they built fires upon the shore and roasted meat and broke open the Cicones’ wine-jars. Feasting hero named Odysseus their victory with looted food and drink all night, they gave no stumbles upon a band thought to the people whose city they had that day despoiled. of bloodthirsty one-eyed ¶ 5 The next land that they reached was the country of the Cyclopes, a simple, savage folk, of more than human size, who never tilled their Reading 5 Biography monsters: the Cyclopes. land, or built ships or houses, or traded with other nations. Instead They eat humans like they lived in caves in the rocks and spent their time pasturing their flocks on their rich green fields. snacks. A Cyclops Just off the mainland lay a wooded island, the home of many wild called Polyphemus goats. To this island the twelve ships came on a misty night. The men disembarked and slept. In the morning, when the mist had cleared, traps Odysseus in hisInto the they saw opposite them the land of the Cyclopes, and were surprised, lair. Can the hero get for in the fog they had not imagined the mainland to be so close. out alive? What happened to Chris booty (n.) valuable things taken or won in a war arrogant (adj.)McCandless? proud, conceited, vain Why did he die all alone in the 190 Workshop 7 wilds of Alaska? WriterEscape From the Land of the Cyclops 191 Jon Krakauer decided By Jon Krakauer to find out. Learn more about McCandless’s unusual life and early Key Themes death in this excerpt. Workshop 7 Literature circLes • Recovering traditional ways ¶1 It isn’t the destination that counts. It is the journey. Write About It In April 1992, a young man from an affluent family hitchhiked • Using intuition and alone into the Alaskan wilderness north of Mount McKinley, Dogsong silence Oogruk, an old man in Dogsong • Self-reliance in “ ” Have students use the following prompts the tallest mountain in North America. Four months later, his By Gary Paulsen the face of the as they write in their journals. decomposed body was found by a party of moose hunters. unknown Summary Drawn to learn more about his culture, Russel Susskit, a Discovering One’s Heritage His name turned out to be Christopher Johnson McCandless. fourteen-year-old Alaska Native boy, seeks out Oogruk, an old Alaska How important is it to learn about one’s He had grown up in a suburb of Washington, D.C., where he’d During Reading heritage and ancestors? How might it help Adventure Native man. Oogruk counsels Russel in the old ways and encourages him to us learn more about ourselves? Tell about it. excelled academically and had been a top athlete. go insideL himselfITERAT to discover moreuRE within. CAt Oogruk’sIRCLE urging, RusselOPTIONS sets out Support Discussions (Personal Response) alone for the frozen north with a team of sled dogs. Not sure why he is going or ¶3 After graduating with honors from Emory University in Extend Discussions Put the following prompts on an overhead or large chart paper A Song of One’s Own what he will find along the way, Russel soon learns to trust the land, the dogs, the summer of 1990, McCandless left Atlanta, Georgia, and Included in the Teacher’s Edition, literature Circleand periodically review them with students. Remind them to use the questions in their Having your song is like finding yourself. It and, most of all, himself. literature circles to invigorate and extend discussions when necessary. reflects your inner spirit. Write your own his family never heard from him again. He tried to forget his dogsong. (Creative) • What impact did Russel’s relationship with another character have on him? How did this previous life by changing his name to Alex. He gave his $24,000 options enable teachers to incorporate even morerelationship change him? Dream, Run, Dream, Run savings to charity, abandoned his car and most of his possessions, • What problem does Russel have? How does he go about resolving this problem? In Part Two of the novel, Paulsen alternates Before Reading “The Run” and “The Dream” as chapter titles. and burned all the cash in his wallet. Then he invented a new life • What parts of this book remind you of books or selections you have read or films you have seen? Chris took this photo of himself on the stampede Trail in Alaska. literature into each workshop. These provide Expert Why is the last chapter called “The Dreamrun”? for himself while wandering across North America in search of • What do you think about Russel’s decisions in the novel? How do his decisions affect what Give your opinion in an expository essay. Use Create Interest happens later in the text? How might other decisions have produced different outcomes? an experience beyond the norm. Ask Questions examples from the text. (Literary Analysis) Questions,Ask the following questions discussion to help students make theirprompts, Literature Circle and instructional • What message do you think the author wanted to make about family and tradition? Why? choice, or to introduce the book once the choice has been made. Say: Havematerials you ever had the feeling thatfor something 72 will quality happen, but don’t knownovels what it is? found in many middle Does the thrill of adventure outweigh the risks? Have you seen characters experience this in movies? Then say: Imagine feeling as if something After Reading www.expert21.com/student is drawing you to become the person you are meant to be. Have you felt a pull to do something affluent (adj.) having a lot of money and high school classroom libraries. Topics for Personal Inquiry Dogsong or be a certain way? What might that feel like? Ask: What would you risk to become the hitchhiked (v.) traveled by asking for free rides in other people’s cars person you are meant to be? Connect to the Expert Question To learn more about topics in the novel, By Gary Paulsen have students use these search terms: Discussion Dogsong allows students to discuss the journey to find oneself, the risks that 200 Workshop 7 Into the Wild 201 Arctic Circle Traditional Seal Hunting PagesPage 177184 Lexile 930 may need to be taken, and whether they are worth it. Build Background Alaska Iditarod Native cultures Caribou Also may be used with: Alaska’sSee Native Cultures a full Paulsen list refers ofto Russel, Literature Oogruk, and others as EskimosCircle. novels at • Workshop 1 Mapping Your Life Text to Self Text to Text Text to World This term was commonly used to identify indigenous people in Alaska, Canada, and ONLINE sEaRch TIp • • What other characters from workshop readings Greenland. The termAlaska Natives is inclusive of many indigenous Alaskan groups Have you ever felt that you had • Why do newcomers, like the awaRds www.scholastic.com/expert 21 to do something, but you didn’t have risked as much as Russel did? Were their fur traders in Dogsong, want Be specific when you search. It will save you including the Inupiatiq, Yup’ik, Aleut, Athabaskan, and several Native American peoples. know why? Tell about it. goals as important as Russel’s? Explain. to change native cultures? time and yield better results. For instance, • ALA Newbery Honor Book Alaska’s Native populations are divided into eleven cultures, speaking eleven languages • Would you have risked what • What characters in books or movies have • Do native cultures benefit use “seal hunting” rather than “hunting.” • ALA Best Books for Young Adults and twenty-two dialects. Though their cultures are unique, they have all adapted Russel did? For what would convinced you that some things are worth from or lose something when • ALA Notable Children’s Books extremely well to the freezing habitat of the far north. you risk everything? risking everything for? Explain. met with outside cultures? What? How? REsEaRch ONLINE • Why do you think people make Extended Reading personal journeys? • How do we balance risks vs. Workshop 7: Leveled Novels Direct students to Expert Space where they can learn more benefits? Give an example If your students liked this book, they 10 expert 21 program overview about Alaska Native cultures, seal hunting, and related topics. scholastic.com/expert21 11 from your life or reading. might also like . . .

Level 1 • Lexile 740 • Woodsong • Julie of the Wolves By Gary Paulsen By Jean Craighead George The True Confessions Preview Content Vocabulary author File Lexile 1090 Lexile 860 of Charlotte Doyle • Brian’s Winter • Shipwreck at the Bottom By Avi Language of the Frozen North Preview these words with students prior to their 1939– By Gary Paulsen of the World reading the novel. For each word, have students turn to the corresponding page in the Historical Fiction Gary PaulsenOF LIFE aNd LITERaTuRE Gary Dogsong’s BEgINNINgs Paulsen has run Lexile 1140 By Jennifer Armstrong book, read the sentence in which the word appears, and work together to determine the Lexile 1090 meaning from context. Compare their meanings with actual definitions. Paulsen has written over 175 books the Iditarod, a 1,150-mile Arctic dogsled Level 2 • Lexile 780 and lived many of the adventures in race, twice. During one race, he pulled into Peak them. Like many of the characters in a village at midnight. A small Alaska Native Resources SAM Keywords By Roland Smith lance: long, thrusting weapon with a wooden gangline: long rope or coated cable that runs his novels, Paulsen is dedicated and boy ran up and invited Paulsen and his dog Student Resources Adventure handle and a sharp point (p. 35) down the middle of a dog team; ropes from it attach to each dog’s harness and collar (p. 45) relentless. He sometimes writes 18 team to his home. “I want you to teach me Analyze & Connect Dogsong trance: semiconscious, abstracted state often to 20 hours a day. Paulsen writes, about dogs,” said the boy. Paulsen realized Discuss & Write Dogsong induced by hypnosis (p. 39) sea ice: thick, solid, fragile layer of ice made from Explore Setting HOT 3 salt (sea) water; it floats because it is less dense he says, due to an overwhelming that he was looking at “a kid finding his Level 3 • Lexile 930 tundra: vast, treeless region in the Arctic with Somebody/Wanted/But/So Fiction Summary as a solid than as a liquid (p. 60) Dogsong permanently frozen subsoil (p. 40) belief in young people and his desire heritage.” Thus began Paulsen’s thoughts Traits of Writing Student Traits Teacher Resources By Gary Paulsen mukluks: seal-skin or reindeer-skin boots worn by to help them care about the world about writing Dogsong. parka: hooded jacket made of hide (p. 42) Plot Summary Dogsong Adventure some Alaska Natives (p. 79) around them. Traits of Writing Teacher Traits

T82 LitERAtuRE CiRCLES Workshop 7: Extreme Adventure T83 READ AND SyNTHESIZE informationaL TExTS THAT STuDENTS WANT TO READ

Adolescent readers love to learn about things. They crave nonfiction and a way to connect to the world they know. Research indicates that exposure to nonfiction, including data-rich text in multiple text-types, can build students’ literacy skills while simultaneously building bridges to the content areas.

Informational and expository text forms the basis of most texts students will be asked to read outside the classroom walls. being able to analyze, synthesize, and evaluate information, data, and multiple points of view are the new basic literacy skills. They form the foundation for higher order thinking and reading skills; the text and the quality of tasks in Expert 21 support this goal.

Read and Synthesize Reading 6 MaGazine arTiCLe

ComPrehenSion st OUT: Old Tools IN: 21 Century Gadgets Draw Conclusions Review the last paragraph of “Skiing Map, Compass, and Sextant These GPS Device An all-in-one gadget that High-Tech Trekkers separate items were must-haves for determines your position by sending Across Antarctica” on page 208. Then draw any expedition. Sailors used a sex- signals to satellites in space. a conclusion about how technology can tant to track their ship’s location help explorers on an expedition. Support By Sunita Apte Today’s technology helps explorers reach and movements according your conclusion with details from the to the position of the stars. extreme places—and share them with the world. paragraph. Sample response: Technology can help Cameras and Film Explorers risked Digital Cameras losing crucial photos because of With more explorers stay safe. Bancroft and Arnesen Ann Bancroft and Liv Arnesen fragile, light-sensitive film which could modern and lightweight technology, easily be damaged or exposed. explorers can take, save, and send used handheld radios and a GPS device to photos across the world in just minutes. Skiing Across Antarctica communicate with each other and to find ¶1 With temperatures as low as to their support crew in Minnesota. ¶3 In addition to the satellite Hard Tack and Pemmican Health Bars Today’s explorers use their way. -100 degrees Fahrenheit, The support crew, in turn, would Explorers of old needed a variety of bars and gels that phone, Bancroft and Arnesen food that was easy to carry provide energy and nutrition. Antarctica is the coldest place on post the messages on the Internet each carried a small handheld and would not go bad. They Many also choose dehydrated ate baked crackers called hard and freeze-dried foods. Earth. In 2001, Ann Bancroft and for people to read. In this way, radio that allowed them to tack and pemmican, a mixture of dried Liv Arnesen became the first women thousands of students around the communicate with each other meat, dried berries, and animal fat. CritiCAl thinkinG to ski across the hostile continent. world received daily updates on the over the screaming Antarctic The women, both teachers, wanted expedition. They were able to read wind. They also carried a GPS Telegrams These were messages sent in Laptop Analyze Morse code across cables. Lightweight laptops How do you think students might have to encourage students around Bancroft and Arnesen’s accounts device, a computer, and a digital These messages took are especially great for traveling. benefited from Bancroft and Arnesen’s use the globe to set challenging goals of the freezing temperatures camera. The GPS device helped days or weeks to get They let today’s explorers write from explorers in blogs, send emails and photos, and of technology? for themselves and work hard to of the South Pole, the physical them to navigate across a remote places to the make phone calls so explorers can Sample response: By reading the achieve their goals. changes they were undergoing, continent that has no roads or rest of the world. communicate easily and quickly with people around the globe. explorers’ updates on the Internet, ¶2 During their arduous journey, and descriptions of the amazing signs. The computer allowed them students could gain a lot of knowledge. each woman pulled a 250-pound landscape they were seeing. to upload the pictures they took Cotton Tents For shelter, old-school Lightweight Tents sled behind her as she skied. The Students were even able to send each day with the camera. Every explorers used tents that were heavy Modern tents are made They could get a close-up view of what it’s and not waterproof. They also took of synthetic fabrics sleds held all the equipment Bancroft messages to the two explorers, evening, in the warmth of their forever to dry, and their shape made that resist water and are better like to be on the expedition. and Arnesen needed to survive, as wishing them luck or commenting tent, the two women charted them shake violently in the wind. insulated against the cold. Their shape well as some high-tech tools they on something they had read in one their course and wrote allows wind to blow over them quietly. used to communicate with students. of the journal entries. about their journey Heavy Boots Explorers who Waterproof Boots Today’s lightweight nAviGAtinG text The team carried a satellite phone on the computer. climbed or hiked rugged boots keep feet warm and dry. Charts that allowed them to send messages terrain wore boots made Detachable crampons, or spikes, of heavy leather. These boots often had provide extra traction for climbing. How does the chart on page 209 add to leather soles with sharp metal pieces, your understanding of high-tech trekkers? like tacks, stuck in them for traction. Support your response with examples. laptop Sample response: The chart shows me the satellite phone GPS Wool, Linen, or Sealskin Garments Synthetics Today’s Explorers in cold regions had to wear explorers wear synthetic new types of tools that have replaced the many layers of clothing made from microfiber clothing that is old ones. I did not know that people used natural but heavy substances. lightweight. Microfiber helps explorers stay dry compasses and sextants to find their way and warm by keeping moisture away from the body. before GPS devices were invented.

rugged (adj.) rough, rocky, and uneven Arnesen and Bancroft regularly used high- tech devices during their very difficult and synthetic (adj.) made from artificial materials, not natural ones demanding journey. 208 WoRkSHop 7 High-Tech Trekkers 209

ONLINE ACCESS WITH SCAFFOLDS Core readings from the 21Book are also available online, enabling students to read selections at any place with an Internet connection. When reading online, students can access scaffolds such as Read Aloud, the dictionary, and the Anchor Media.

www.expert21.com/student

12 expert 21 program overview scholastic.com/expert21 13 WRITING ASSIGNMENTS INCLuDE THE FOLLOWING TyPES: WRITE AND COMMuNICATE Narrative Expository Persuasive • Personal Narrative • Compare-and-Contrast Essay • Persuasive Essay PREPARING STuDENTS WITH COLLEGE AND • Fictional Narrative • Problem-and-Solution Essay • Cause-and-Effect Essay CAREER-READy WRITING SkILLS • Eyewitness Account

In the myriad reports over the last few years analyzing college and career readiness, no domain has received more attention than writing. Expert 21 provides students with both the skills and the self-monitoring habits RuTH CuLHAM, ED.D. of good writers. Traits of Writing The Culham Writing Expert 21 teaches key forms of narrative, expository, and persuasive writing, while ensuring that students Company learn to apply the Traits of Writing, sharpening their ideas, organization, sentence fluency, word choice, voice, use of conventions, Ruth Culham is well known and presentation. by teachers across the country as the creator of Expository Writing Write and Communicate the Traits of Writing. This ▶ read Marisol’s compare-and-contrast essay about two adventurers. accessible framework StudEnt ModEl and scoring guide for www.expert21.com/student Compare-and-Contrast Essay ▶ read Marisol’s notes Two Journeys of Discovery about how she worked evaluating writing has A compare-and-contrast essay shows how two subjects are the same and how on her compare-and- Traits of Writing By Marisol Brown become a staple in middle they are different. Compare-and-contrast analysis can be used to explain contrast essay. The Traits of Writing is a model subjects in politics, travel, and consumer products. Two woman adventurers took brave journeys that tested their endurance and and high schools. In for assessing and teaching In this writing workshop, you will write a compare-and-contrast essay about courage. Sacagawea helped the Corps of Discovery reach the Pacific coast of Expert 21, students build writing. The traits work within two adventurers. the writing process to support America. Kira Salak traveled the Niger River in Africa all alone. Both women faced the habit of using these revision and editing. Example: Historians often compare the deeds of famous people. In this difficult challenges and risks. However, they each had different reasons for going on traits to monitor their own example, an historian talks about two early explorers of the Americas. their adventure and their rewards were highly personal. Each puzzle piece below writing, becoming highly represents one of the traits that Both women faced challenges that tested their physical and mental strength. I used “however” to metacognitive about define good writing: The Vikings and the Europeans Sacagawea set off on a trip that no one had ever taken, and it wasn’t by her own signal a transition from both sent explorers to the choice. She had just given birth to a baby whom she had to care for. Kira knew that providing background writing in the process. The Americas. Both discovered lands an early explorer had also made her same journey. She planned the trip and had information to where I that were unknown to their traits provide opportunities modern equipment with her. However, Kira was a solo traveler. name my topic. ExECuTIVE FuNCTION people at that time. The Viking for ongoing professional Each woman also faced life-and-death risks. Both had near disasters on the The 21st Century Tools Leif Erikson arrived first, around development. 1000. About 500 years later, the water. Sacagawea’s husband tipped over their boat and nearly lost the expedition’s included with Expert European Christopher Columbus most valuable items. Luckily, Sacagawea was able to rescue the precious bundles. space give students arrived. The Vikings stayed for a Ruth Culham is the author few hundred years. The Europeans Kira’s boat was tipped over by a terrible storm. She was in danger of losing her support for building an never left. valuable items, too. Like Sacagawea, Kira was able to get important papers back. of several books and Each trait is made up In the end, the rewards of each journey were highly personal. Sacagawea’s online skill set to do of four key qualities. trait-based resources. their writing. students The trait that you will thoughts are not recorded. However, one thing we know for sure is that she must Her newest book, Traits focus on in this lesson is have been amazed to see an ocean for the first time. Similarly, we know that Kira was have access to their When I read my last of Writing, focuses on Sentence Fluency. also amazed that she was able to paddle 600 miles of river. ▶ Analyze Features A strong compare-and-contrast essay has the paragraph aloud, I own personal set of It is interesting to compare these two adventures. One woman takes an incredible strategies and lessons for following features. realized the sentences online tools for note journey because she has no choice. The other chooses her journey. Their challenges were about the same middle school. taking, organizing FEaturE Mark It were different, though some of their risks were the same. Even though these women length. I added a few shorter ones to vary lived in different times, both journeys ended with private feelings of amazement ideas, and outlining. An Look for these features in the student Mark the features as you read the the sound and add model on the next page. student model. and pride. assignment calendar fluency. 1. Criteria , or categories, that you will helps them schedule the the three criteria that are consider for each topic or detail. discussed. ▶ Analyze how Marisol developed and organized her ideas. Complete this graphic organizer. key deliverables required kEy QuALitiEs (Organization) for completing projects, Crafting Well-Built sentences 2. Comparisons , or ways that each the comparisons in this essay. subject is alike. (Ideas) sacagawea Both kira writing assignments, Challenges: Challenges: Challenges: Varying sentence types 3. Contrasts , or ways that each the contrasts in this essay. didn’t know physical went alone and research papers. subject is different. (Ideas) the route, didn’t choose and mental tests of Animated skill tutorials to go strength u Capturing smooth and 4. Focus Trait: Sentence Fluency three connected sentences risks: risks: terrible storm rhythmic Flow boats tipped over teach goal setting, A smooth and rhythmic flow from that sound smooth and rhythmic when risks: had small baby Breaking the “rules” to one sentence to the next. read aloud. amazed at her abilities outlining, note taking, rewards: highly personal feelings rewards: Create Fluency rewards: amazed to see an citation style, and more. 5. A strong conclusion that sums the statement in the conclusion up what is important about the that sums up what is most important. ocean two subjects. (Organization)

216 Workshop 7 Compare-and-Contrast Essay 217

14 expert 21 program overview scholastic.com/expert21 15 APPLy ExPERT SkILLS PuTTING NEWLy ACQuIRED SkILLS TO WORk TO SOLVE REAL-WORLD PROBLEMS

how many times have you been asked by a student, “Why do I need to know this?” In every workshop, students will find their own answer to that question as they engage with an Expert Project. Armed with knowledge, data, and understanding, students are guided through the process of applying 21st Century thinking to tackle a real-world challenge. Each project is framed within an authentic context and calls for a piece of writing or a presentation. RESEARCH AND PROJECTS ONLINE Each culminating project includes Apply Expert skills multiple links to relevant Expert spaces Project CASE STuDy Apply Expert skills online. This enables students to dive one of five types of deeper, gather more resources, and ProjectCASE STUDY culminating projects in leverage research tools online to plan CASE STUDY Expert 21, case studies and complete longer assignments offer students a real-world and projects. Identify Errors Synthesize Information challenge and ask them to What errors did the K-2 climbers make that and Draw Conclusions make decisionscontributed tothat the disaster? matter. Review the information Synthesize what you’ve learned from the articles you circled. Identify areas Identify where the groups Errors seem to have Synthesize Information In this example, students and data. List the three most critical mistakes the teams made errors before and Whatduring errors the climb. did the K-2 climbers makemade, that and three recommendations forand how the Draw bad outcome Conclusions List Your Questions are asked to document of this expedition could be avoided in the future. the events contributed to the disaster? Review the information Synthesize what you’ve learned from the articles You just read the article “Facing Death on K-2.” what went wrongyou circled. on Identifya areas where the groups seem to have What questions do you have about what happened and data. List the three most critical mistakes the teams The Date: Friday, August 1, 2008. made errors before and during the climb. Mistakes Made by These K-2 Expeditions on K-2 that day? Think about the groups’ plans, their disastrous expedition made, and three recommendations for how the bad outcome the eventsThe Place: K-2 Mountain, Pakistan. equipment,List the Your weather conditions,Questions and the decisions that Sample responses: of this expedition could be avoided in the future. were made. on K-2 Mountain and 21ST CENTuRy LEARNING STRANDS The Disaster: Eleven of more than two dozen You just read the article “Facing Death on K-2.” 1) The groups kept climbing as it became dark. Sample Responses: make recommendations climbers from several international expeditions What questions do you have about what happened The Date: Friday, August 1, 2008. They should have turned backMistakes sooner. Made by These K-2 Expeditions Creativity & Innovation to climb K-2 died as they made their descent on K-2How that experienced day? Think were about the climbers? the groups’ plans, their to theError International AnAlysis: The Place: K-2 Mountain, Pakistan. equipment, the weather conditions, and the decisions that 2) The lack of rope was not Sampletaken seriously responses: enough. • Think like an Inventor down its icy slopes. Did these climbers make Was there any way to avoid disaster? Mountaineering and 21ST CENTuRy TOOLkIT were made. K-2 DIsAster It caused a big slowdown. • Create a storyboard The Disaster: seriousEleven errors of more in judgment? than two Or dozen is K-2 just too Climbing Federation about Who was in charge? Incorrect Actions With 3001) ExpertThe groups Files kept climbing(100 topics, as it became three dark. copies of each), • Create an Ad Campaign dangerous to climb? Sample Responses: 3) The teams did not follow their leaders’ instructions. climbers from several international expeditions howSample to keep responses: climbers safe this resourceThey should offers have students turned back explicit sooner. models, directions, Examine the Data to climb K-2 died as they made their descent How experienced were the climbers? in thewasted future. time cuttingError rope; AnAlysis: kept climbing in the dark; st College, Workplace, & Life Skills Your challenge Recommendationsand for support Future2) Expeditions The aslack they of rope independently was not taken seriously practice enough. 21 Century down its icy slopes. Did these climbers make Look back over “Facing Death on K-2.” Then, turn • set Goals and determine Priorities Was there anythe waypage toand avoid look at disaster? the eyewitness information people running in the dark; not following leaders’ skills. These cards enable students to work alone or in K-2 DIsAster Sample responses: It caused a big slowdown. • lead a Team serious errors inYou judgment? are part of Or an isinvestigative K-2 just too team and Journal Entry in the Fact File on pages 230– instructions Who was in charge? groups, while using skills such as brainstorming, dangerous to climb?trying to determine what went wrong 231. Circle or underline information you find about errors Incorrect Actions 1) Do not proceed with a climb without all • Write a Résumé that were made or risks that were taken. 3) The teams did not follow their leaders’ instructions. with the K-2 expeditions so that other Throughout Expert 21, students will encounter several differentSample types responses: of necessary equipment.creating a wiki, doing a sWoT Overlooked Factors expeditions can learn from their mistakes. culminatingExamine projects. the Data Students preview these projects at the beginning analysis, or writing a resume. Communication & Collaboration Your challenge Analyze Risk Sample responses:wasted time cutting rope; kept climbing in the2) Stay dark; organized. Review people’s roles and Workplace and life SkillS ExpErt FilE You will submit your findings in a report of everyLook backworkshop over “Facing so Death that on they K-2.” Then, can turn be more purposeful and strategic as The FilesRecommendations also highlight for key Future Expeditions 6.10 • deliver a Multimedia Presentation to the International Mountaineering and Turn the page and look at the map of K-2 in the Fact Need to double-checkpeople running equipment. in Lackthe dark;of rope not was following leaders’responsibilities daily. Writing a • Conduct an Interview they theread. File.page The and expeditions look at thetook eyewitnessthe Abruzzi Spur information route careers for students to explore Climbing Federation. 3) Bring more oxygen than youSample need. responses:Lack of Résumé You are part of an investigative team up theand mountain. Journal It Entry is an extremely in the Fact difficult File on and pages dangerous 230– not taken seriously. Active glacier could have caused Toolkit instructions A résumé is a brief summary of a person’s skills, education,education and and investigate. Why Do It? work experience. A résumé can be a paper printout, an electronic, and To write your report, you will 231. route,Circle with or underline near-vertical information climbs, falling you rocks, find and aboutthe errors oxygen affects the brain, and therefore people’s ExpErt FilE Critical Thinking & Problem Solving trying to determine what went wrong avalanche. 1) Do not proceed with a climb withoutWriting all a Résumé) file, or a Web page. Some people even create “video résumés.” threat of avalanche. helps you: 4.7 • study the data. that were made or risks that were taken. ■ get a great part- A résumé always • understanding Multiple Perspectives judgment. ICT (InformaTIon and CommunICaTIon TeChnology begins with the with the K-2 expeditions so that other cAse sTUdy: eVAcUATe The ciTy? necessary equipment. time job. job seeker’s name Katrina Espinosa How risky was the route the hikers chose? Study the route ■ start preparing and contact 5426 Pheasant Run, Apt. 6 • analyze the risks the climbers took. information. Austin, TX 78709 • Role-Playing UnderestimatedOverlooked Factors Factors for college and the (512) 555-1212 expeditions can learn from their mistakes. map and the fatality chart on page 231. future. [email protected] Email ObjEctivE • identify errors in thinking. Sample responses:Sample responses: 2) Stay organized. Review people’s roles and I’d like to get a part-time job as an office or • Asking Questions library assistant in a local store or business. This résumé You will submit your findings in a report WhatAnalyze is the fatality rate Risk for the Abruzzi Spur route? Write the Report Cool Reasons to focuses on skills Etiquette cOmputEr SKillS because the job Create a Résumé seeker does not • synthesize information. Importance of groups working together with their Using a template from your ToolKit, write a • Word processing: can type 70 words per minute have much work 29.2%Turn the page and look at the map of K-2 in the Fact responsibilities daily. 1. • Spreadsheets: can enter data and use formulas experience. to the International Mountaineering and Need to double-check equipment. Lack of rope was ToolKit When you practice email etiquette,Get hired. Having you ause good résumé gives you reseArch: WhAT’s yoUr cArbon fooTprinT? memo to the International Mountaineering and manners and common sense when sending and receiving lEadErShip SKillS ICT Literacy* • draw conclusions and make File. The expeditions took the Abruzzi Spur route an edge over people send delete • Elected co-captain of basketball team leaders. Danger of the mountain. Experience needed to Why Do It? written messages. Guide to Email Etiquette who only fill out an • Planned a campout for local Girl Scout Council Climbing Federation. Which route has the highest fatality rate? Climbing Federation with your3) Bringrecommendations. moreEmail oxygen Etiquette than you need. Lack of recommendations. not taken seriously. Active glacier could have caused reply reply all forwardapplication. • Create a Podcast up the mountain. It is an extremely difficult and dangerous is crucial for: WOrK ExpEriEncE To All Students 2. Review what you’ve , 2009–Present climb the mountain. ■ sending clear, short Baby Sitting, 2009–Present Cc done so far in • Regularly sit for children ages 2, 5, and 7 SSW Pillar (Magic Line) messages. Good résumés can • use and Create blogs • Prepare easy meals, change diapers, To write your report, you will route, with near-vertical climbs, falling rocks, and the oxygen affects the brain, andSubject thereforeGuide to Email life—toEtiquette seepeople’s where be read quickly and avalanche. ■ keeping your email play games, and put kids to bed youDOs need and more DON’Ts easily. They use Hospitality and bullets and lists and communication safe Yardwork,, SummersSummers 20082008 andand 20092009 • social Networking do’s and don’ts experience. have extra space threat of avalanche. • Cut lawns and raked leaves Tourism What other risks would climbers encounter on this route? and private. with long replies or giant files. between sections. • study the data. Do include a subject3. line. Get valuable Don’t clutter up people’s inboxes www.careerclusters.org judgment. ■ helping you get • Handled five people’s houses sociAl AcTion: rAlly for A cAUse practice for your point across. IT SEEMS LIKE YOU’RE SHOUTING.EducatiOn Do be brief and focused. Don’t type in all capital letters— How Slopesrisky wasare 45 the degrees route or the more. hikers There chose? are also Study avalanches. the route completing college • Kennedy Middle School, 2009–present applications. Don’t use a lot of slang and • analyze theGo risks to TooltheKit climbers Expert File 6.24 took. to learn about abbreviations. Current Courses: Algebra I, English, Underestimated Factors Do choose words carefully. (Use Physical Science, American History Information & Media Literacy tour leaders. Turn to page 230 for the connection. map and the fatality chart on page 231. emoticons sparingly, if at all.) Don’t use “Reply All” automatically• Reed Elementary School, 2004–2009 Email Etiquette —do you really WANT to email Do address the person with a everyone on the list? • identify errors in thinking. Sample responses: is cool because greeting at the beginning: • Avoid Plagiarism Writeyou can: the Report“Dear Susan,” Don’t assume emails are private— What is the fatality rate for the Abruzzi Spur route? mail can be forwarded anywhere! 228 Workshop 7 1. AvoidProject being 229Do say “please” and “thank you” • Evaluate the News to show respect. Don’t expect your email will be • synthesize information. innoVATe: embarrassed. opened immediately. 29.2% creATe yoUr life mAp Importance of groups working together with their Using a template from yourDo write only things thatTool you Kit, write a 2. Make good use of would say to others in person. your time—and • Interpret Media Images memo to theothers’ Internationaltime. Mountaineering and • draw conclusions and make Sign offs leaders. Danger of the mountain. Experience needed to 3. Contact experts • Analyze stereotypes Sincerely Yours Which route has the highest fatality rate? Climbing Federationfor information with on your recommendations.Greetings Formal: TTYL (Talk to you later) recommendations. school projects. Dear Mr. Jones Formal: Informal: climb the mountain. 4. Use subject lines to Hey Suzie SSW Pillar (Magic Line) help you easily find Informal: *Information and Communication Technology debATe: shoUld We conTinUe To eXplore spAce? messages. Hospitality and Tourism What other risks would climbers encounter on this route? www.careerclusters.org Slopes are 45 degrees or more. There are also avalanches. Go to ToolKit Expert File 6.24 to learn about tour16 leaders.expert Turn to page21 program 230 for the connection. overview scholastic.com/expert21 17

228 Workshop 7 Project 229 ExPERT SPACE SuPPORTING aLL LEARNERS WITH SCAFFOLDING AND SuPPORT www.expert21.com/student

students can explore each workshop in depth and get the scaffolding they need to be successful online with ONLINE ANIMATED Expert space. leveraging the principles of universal design for learning (udl), Expert space can help make SkILL BuILDERS text accessible to all students. Expert space is also a comprehensive digital curriculum with more than 100 core model best practices curriculum topics that integrate content area learning for students with over 125,000 articles and 100,000 vetted for information literacy, Web sites, aligned to the most commonly taught subjects in science and social studies. This tool can help build a such as evaluating cross-curricular bridge from English language Arts to science and social studies. sources, note taking, citing sources, and READ ALOuD DICTIONARy setting goals. Reluctant readers and English An embedded dictionary language learners can have the allows students to build their text read aloud. vocabulary by looking up any word in an article.

LEVELED TExT Thousands of articles are provided at four different st reading levels based on the 21 Century Tools Help Students Develop lexile Framework® for Reading. Executive Function Skills Such as Goal Setting, Planning, and Organizing Assignments

ANCHOR MEDIA Each Expert space includes an anchor video that can help students create a mental model and build background. PLAN AND COMPLETE ORGANIZE WORk CITE INFORMATION ASSIGNMENTS students can stay organized with a CORRECTLy The Center for Applied special Technology (CAsT) partnered with A personal calendar, automated feature that lets them save relevant support for note taking and scholastic to develop Expert space to ensure that it adheres to status updates, and “what’s next” articles, Web links, note cards, and creating citations in three formats the principles for universal design for learning (udl), which were prompts help students develop the other work to a digital locker. —Chicago Manual of style, APA, created to maximize access to technology for all students. skills to plan and complete longer or MlA—helps students develop assignments and projects. academic habits and practices.

18 expert 21 program overview scholastic.com/expert21 22 a SyStEmatic path for EmbEddEd Support for accElEration diffErEntiating inStruction 3 2 incrEaSing rigor and gradually alignEd to rESponSE to 1 Understand the Graphic dEcrEaSing ScaffoldS intErvEntion (rti) Organizer Have students circle the word one in the directions. Each of incrEaSing rigor Throughout Expert 21, teachers are guided on how to differentiate for varying levels of need the selections contains Expert 21 has been designed to accelerate students from basic to proficient reading levels and beyond. The in the classroom. In addition, teachers are provided with explicit guidance on how to make many interesting details. To complete this reading levels have been carefully calibrated to progress from slightly below grade level to age-appropriate instruction accessible to English language learners and to structure academic language. diagram, I’ll need to proficient and advanced levels. choose one story detail that best describes the

After Reading risks of exploring. High Adventure, High Risk ® lEXilE lEvElS rigor 3 Think After Reading 2 Across Texts 3 Course 600-800L 800-1000L 1000-1200L 1200L+ 2 CROSS-TEXT ANALYSIS Think Across Texts ➊ 1 1 Connect Text to Text Organize and Synthesize Understand the Graphic Organizer Have students Use Marked Text Remind Tell students that they will 1. Fill in the circles in the diagram using information from “Escape From the Land of the circle the word one in now think about the three texts Cyclops,” Into the Wild, and “High-Tech Trekkers.” Write one thing that each selection the directions. Each of students to refer to I shows about the risks of exploring. the selections contains they’ve read in Inquiry 2: “High Into the Wild any text markings they Adventure, High Risk.” many interesting details. To complete this You can be harmed, diagram, I’ll need to made while reading the • Read aloud the topic in the center You can be hurt or trapped, or held II killed by extreme choose one story detail circle, and indicate the selection captive by a selections in order to fill weather conditions, that best describes the titles outside the empty circles. dangerous person The Risks of such as below-zero risks of exploring. or creature. Exploring in the graphic organizer. • Explain to students that they will temperatures. III use details they recall from each “ Escape From the Land of reading to complete the diagram the Cyclops” and synthesize what they have 3 2 learned about the risks and High-tech gear can ➋ 1 rewards of adventures. reduce the risks of getting lost and Use Marked Text Remind becoming sick from students to refer to Organize and Synthesize Direct extreme temperatures. “High-Tech Trekkers” any text markings they 3 students to the far-left circle of the made while reading the gradual dEcrEaSE from ScaffoldS diagram. selections in order to fi ll 2 in the graphic organizer. In “Escape From the Land of the Compare and Evaluate 1 Expert 21 includes multiple scaffolds for both the teacher-led instruction and within the student software. Cyclops,” I learned about what What character traits do the adventurers in Compare the way McCandless explored the 2. 4. wilderness with the way the high-tech trekkers it might be like to confront fi erce these selections share? Support your answer Unlock the Prompt with examples. explore extreme environments. strangers in foreign lands. I will write Access to the software scaffolds is always available as students need them. The teacher-led scaffolds are Sample response: They are all courageous McCandless: He carried few possessions. He did 3 Suggest that students a detail that supports this information ➌ 2 in the circle next to the title of the because they took risks and faced great danger. not keep in touch with Franz, his friend. 1 Unlock the Prompt create a chart that lists selection. designed to build students’ understanding, critical thinking, and independent inquiry over the duration of a They are all determined. They did not give up in Suggest that students the pursuit of their goals. create a chart that lists the pros and cons of Have pairs work together to High-tech trekkers: They carry a lot of high-tech the pros and cons of workshop and a course. complete the remaining circles. gear. They stay connected to the world by using Christopher McCandless of Into the Wild wrote, high-risk exploration. high-risk exploration. 3. “Man’s living spirit is his passion for adventure.” satellite phones and PDAs. Have them use the chart Call on partners to present Which adventurer in these selections best to write their response. Have them use the chart their work to the class. showed this belief? Why? Discuss and Write With a partner, discuss how the three readings High-Risk Exploration to write their response. Each workshop follows a “model, mentor, monitor” structure for comprehension and literary skills that moves Responses will vary but should be supported with 5. See Small Groups/Independent to in “High Adventure, High Risk” helped you Pros Cons reasons and evidence from the selections. understand the risks adventurers face. Take complete Compare and Evaluate and exciting dangerous Discuss and Write. notes as you talk. Then use your notes to write High-Risk Exploration from teacher-directed instruction, to teacher-mentored activities, to monitoring of independent student a response to the question: Are the risks of exploration worth the rewards? Pros Cons application. Additionally, the type of reading in class moves from modeled to independent reading as students 212 WORKSHOP 7 build understanding and schema for a topic. exciting dangerous

Small Groups/Independent

DIFFERENTIATE COLLABORATE Complete the Diagram Work with small groups to Compare and Evaluate Have students use their complete the diagram on page 212. Help students completed diagrams and the selections to work EXpErt 21 rEading ScaffoldS dEcrEaSE ovEr timE to think across texts by providing support. in pairs to complete items 2–4. Provide support. • How did the types of danger faced by the explorers we Item 2: Have students describe what the adventurers read about diff er? (Sample response: A real person are like and their actions. Use evidence from texts. could not experience the danger faced by Odysseus.) Item 3: Provide a sentence frame. I believe that Informative Assessment • How did the methods the explorers used to handle is the best example of a passionate Model Academic the danger diff er? (Sample response: The explorers spirit because . (Accept reasonable Did students in “High-Tech Trekkers” used methods provided by responses.) Language Provide high technological advances.) c demonstrate word knowledge? sentence frames to 212 WORKSHOP 7 Extreme Adventure encourage students to modEratE c u se suffixes to determine word meaning? Modeled Choral use academic language

Reading Reading SAM Keyword:212_e21_TE_G7W7_212-213_AR6 21Book Grading 212 II.7 5/6/09 12:41:47 PM in their CRITICAL Oral Partner loW THINKING answers. Cloze Reading Differentiation In my opinion, Independent ® IF students need more support, THEN see ______. Reading lEvEl of l E v of S caffolding the following resources: Teachers are directed to use the Scholastic Scaffolding SAM Keywords: Achievement Manager (SAM) for more than I find this adventurer rEading SElEction Adjective. Adverb. Suffixes 500 additional resources for differentiating to be the best choice timE because______. instruction. These are directly available from reports or via a simple keyword search online. These details support my opinion that ______.

20 expert 21 program overview scholastic.com/expert21 21 ASSESSMENT FOR THE ACTIONABLE REPORTS 21ST CENTuRy PuTTING DATA TO WORk FOR TEACHERS AND PROVIDING TEACHERS CuRRICuLuM-BASED ADMINISTRATORS

ASSESSMENT TOOLS EASy ACTIONABLE REPORTS Automated reporting from a Web-based management system supports teachers as they differentiate Expert 21 provides educators with a comprehensive suite of assessment tools for placement, progress monitoring, instruction, monitor progress, and implement RTI efforts. and summative assessment. EN H BEGINNING OF DuRING EACH END OF MID-yEAR END OF yEAR W THE yEAR WORkSHOP WORkSHOP

Baseline Ongoing Progress End-of-Workshop Progress Progress Assessment Monitoring Assessment Monitor Monitor y suggested Assess ongoing Measure progress use baseline use baseline placement for Expert acquisition of skills and mastery of assessment to assessment to WH space reading taught in Expert 21 Expert 21 measure reading measure reading levels; baseline and diagnose curriculum growth growth assessment for strengths/ progress monitoring weaknesses to inform differentiation

Informative Online Assessment Assessment 3 Comprehension Assessment 3 literary Analysis WHAT 3 Navigating Text SuMMARy SkILLS REPORT STuDENT PROGRESS REPORT Workshop Wrap-up 3 Vocabulary/ The summary skills Report aggregates an entire The student Progress Report documents Word Analysis 3 strategy Check classroom’s skill mastery, providing teachers with reading skill improvement and overall progress 3 Fluency ® 3 Grammar valuable information about how to group students as indicated by lexile , and mastery of skills in 21st Century and indicating skills that require extra focus. curriculum-embedded assessment. 21st Century Assessment Assessment 3 Project Evaluation: 3 Performance Expert Projects Evaluation: 21st Century skills 3 Portfolio In addition to the reports above, teachers can also Evaluation: Writing access the following reports via the scholastic Assignment Achievement Manager (sAM): 3 GRADING REPORT 3 STuDENT SkILLS REPORT PERFORMANCE-BASED MEASuRES 3 SuMMARy PROGRESS REPORT The first of its kind, Expert 21 offers educators 3 STuDENT TEST PRINTOuT a suite of performance-based scoring guides to ® evaluate mastery of 21st Century skills.

22 expert 21 program overview scholastic.com/expert21 23 englIsh language arts sKIlls

SuBGROuP RANkINGS National Essential Skills Study (NESS) National RankNESS PriorityBusiness/IndustryOther Non- English L. A. Other Educators Educators Educators ESSENTIAL SkILLS & STRATEGIES WRITING WHAT MATTERS MOST TO BuSINESS AND Write clear and concise directions or procedures. 14 high 2 9 34 11 understand the nature and purpose of a variety of technical formats (essays, business letters, memos, investigative reports, brochures, 20 Medium 19 20 23 20 HIGHER EDuCATION LEADERS critiques, instructions, policy statements, technical proposals, lab reports, etc.) and write in these formats. use a variety of organizational formats (compare/contrast, cause/effect, inductive/deductive, most important to least important, and least 22 Medium 27 23 16 22 important to most important) that support the purpose of a writing activity.

Write in various formats such as learning logs, laboratory reports, note taking, response journals, organizers, and portfolios. 25 Medium 29 26 32 23

use ideas from different sources to write a paper that expresses a personal opinion or uses specific evidence from literary texts to support 26 Medium 24 22 24 24 an opinion.

What do business leaders consider the most important skills high school graduates need to know? use and cite documented research in both print and nonprint presentations. 27 Medium 30 33 22 28 To answer this question, the International Center for leadership in Education devised the National Essential skills develop and use expository writing skills in all content areas. 28 Medium 38 37 12 32 study (NEss). This study surveyed business leaders and subject area educators on what they believe are the most define a position on a controversial topic and write an essay to persuade a specific audience to change an opinion or take a 33 Medium 25 27 15 34 particular action. important topics in each of four subject areas: English language Arts, Mathematics, science and social studies. Compare, contrast, and synthesize ideas, concepts, and generalizations from a variety of literary sources in diverse writings. 35 Medium 37 39 31 35 Fourteen thousand educators, parents, business people, and other stakeholders responded. Prepare for and conduct an interview of a classmate, neighbor, or public figure and write a character sketch. 40 low 35 40 45 40

In addition to using the latest in reading research, Expert 21 used the results of the NEss study to inform its Create an original piece of literature or poetry for personal enjoyment or to share with other readers. 45 low 43 42 43 45

instructional design focus, skill areas, and scope and sequence. The skills and strategies follow a systematic plan Write a biographical and autobiographical sketch. 47 low 48 47 48 47 of instruction and application increasing the sophistication and rigor of instruction within and across grades. The instructional design includes core language arts reading, literary, and writing skills, as well as 21st Century skills LISTENING such as collaboration, communication, and problem solving. Follow oral directions. 3 high 4 4 7 3

locate and gather information such as data, facts, ideas, concepts, and generalizations from oral sources. 16 high 14 11 28 14 englIsh language arts sKIlls Make informed judgments about the content, organization, and delivery (including nonverbal cues) of spoken communication. 17 high 17 16 17 17

SuBGROuP RANkINGS Analyze and evaluate a speaker’s opinions, personal values, and persuasive techniques. 19 high 23 19 13 19 summarize essential information from a variety of oral sources such as speeches, plays, commercials, and political debates. 34 Medium 31 35 37 33 National Essential Skills Study (NESS) Identify and interpret vocal characteristics that influence meaning, such as tone, volume, pitch, and rate. 39 low 34 38 41 39 National RankNESS PriorityBusiness/IndustryOther Non- English L. A. Other Educators Educators Educators Identify and interpret idiomatic expressions and figures of speech that enhance oral communication. 43 low 41 45 43 43

READING understand the effect of sounds, words, imagery, repetition, rhyme, and rhythm patterns in language, including poetry and orations, on 44 low 43 43 40 46 the speaker or audience. Read for main ideas and supporting details and discriminate important ideas from unimportant ideas to aid comprehension. 2 high 3 2 2 2 listen for language cues that demonstrate a speaker’s patterns of organization in formal presentations. 46 low 45 46 47 44 develop processes or techniques for building vocabulary, decoding unfamiliar words/texts, and understanding or remembering information 5 high 12 6 4 5 by using such strategies as context clues, word structure, letter-sound relationships, word histories, and mnemonics.

Preview (skim) informational text to anticipate content (title, chapter headings, Internet search results, illustrations, table of contents, etc.). 12 high 18 14 21 12 SPEAkING

Assess the validity, reliability, authenticity, quality, and accuracy of an informational or literary text. 13 high 16 18 10 16 Prepare and deliver individual speeches that address the needs of the target audience by gathering information, rehearsing, making eye 8 high 7 8 11 8 contact, speaking loudly enough, and delivering information in a well-organized fashion. Create a connection to a text by understanding the personal, social, cultural, and historical significance of it. 23 Medium 33 21 14 25 Participate in (sometimes leading) one-on-one or group discussions by asking questions, asking for clarification, taking turns speaking, 10 high 7 15 8 13 Compare/contrast, summarize, synthesize, and evaluate ideas from various selections on similar topics or works by the same author. 24 Medium 35 32 18 26 agreeing and/or disagreeing courteously, making informed judgments, and working toward a common goal. Apply personal, ethical, or impartial criteria for evaluating informational, persuasive, and literary materials. 30 Medium 25 29 26 31 Give clear and concise oral directions. 11 high 6 12 30 10 Evaluate the logic and organization of technical or other nonfiction texts for clarity and effectiveness in describing a set of directions 32 Medium 21 31 36 30 Apply rules of appropriate diction and grammar in formal and informal speaking situations. 18 high 14 13 18 18 or procedures. define a position on a controversial topic and make an oral presentation likely to persuade a specific audience to change an opinion or take 36 Medium 32 34 35 36 Evaluate an author’s uses of language, literary devices, and text characteristics (plot, setting, theme, character, point of view, genre, etc.) to 37 Medium 40 30 26 37 a particular action. evoke a response in a reader. Interpret literature for an audience by reading out loud with appropriate expression. 48 low 47 48 45 48 Evaluate an author’s uses of language (metaphors, analogies, etc.) and text characteristics (boldface, italics, parentheses, etc.) to aid 38 Medium 39 35 33 38 comprehension. Assess the significance and importance of themes in literary text. 41 low 42 41 38 42 PRESENTING AND VIEWING Compare/contrast literary genres (science fiction, romance, drama, etc.) or delivery systems (books, live performance, film, etc.). 42 low 46 44 42 41 demonstrate ability to select and use appropriate technology or media for presenting information to the target audience for a 15 high 13 17 25 15 specific purpose.

WRITING Critically appraise print and nonprint content and information in current events, popular media, and the Internet for accuracy, artistic or 21 Medium 22 24 20 21 informational value, production quality, and entertainment value. Apply writing rules and conventions (grammar, usage, punctuation, sentence structure, and spelling). 1 high 1 1 1 1 Compare the role of print and nonprint sources, including advertising, in shaping public opinion, noting instances of unsupported inferences 29 Medium 28 28 28 29 use resources (dictionary, grammar books, thesaurus, online references, etc.) as needed to edit. 4 high 7 3 6 4 and fallacious reasoning.

Collect and focus thoughts about the writing activity (brainstorming, listing, drafting, etc.). 6 high 10 6 9 6 Apply an understanding of graphics, layout, white space, italics, graphs, charts, and other visual aids to enhance informational reading, 31 Medium 19 25 39 27 Research information from a variety of sources and draft a well-organized, accurate, and informative report or essay that engages an 7 high 5 5 5 7 writing, or presenting. audience and addresses its needs. Research information about viewing by evaluating personal and societal viewing habits. 49 low 49 49 49 49

organize supporting detail in logical and convincing patterns that focus on audience and purpose. 9 high 11 10 3 9 understand and apply film and theatrical terms and techniques to an analysis and evaluation of films and plays. 50 low 50 50 50 50

24 expert 21 program overview For a comprehensive scope and sequence, visit www.scholastic.com/expert21 scholastic.com/expert21 25 A 21ST CENTuRy ExPERT FACuLTy INSTRuCTIONAL MODEL THE RESEARCHERS & PRACTITIONERS DESIGNED TO FACILITATE CLASSROOM DEFINING 21ST CENTuRy LEARNING INQuIRy AND COLLABORATION

The Expert 21 instructional model includes whole group, small group, and computer time. Recognizing the realities of a middle school or high school schedule, the model is flexible, enabling students to work on the computer at home, in the media center, or at a computer lab.

SMALL-GROuP/ INDEPENDENT LEARNING TEACHER-LED (15–30 min.) • Differentiate ExPLORATION AND JEFFREy WILHELM, PH.D. BILL DAGGETT, ED.D. INSTRuCTION • Collaborate Inquiry, Motivation, and 21st Century Skills (30–45 min.) • Communicate Engagement International Center for leadership • Model boise state university in Education (IClE) • Mentor • Monitor

MILTON CHEN, PH.D. RuTH CuLHAM, ED.D. SHARON DRAPER TED HASSELBRING, ED.D. Educational Media Traits of Writing Literature Adaptive Technology and Technology The Culham Writing National Council of Teachers Vanderbilt university The George lucas Company of English (NCTE) WRAP-uP Educational Foundation International Reading (5–15 min.) Association (IRA) • Reflect • Evaluate

VIRTuAL LEARNING ENVIRONMENT

The technology in Expert 21 is Web based, enabling students to access LAuRA ROBB DAVID ROSE, ED.D. JANET ZADINA, PH.D. the program online in a media center, computer lab, or at home. The Literature universal Design for Learning Cognitive Science Teacher’s Edition includes a detailed planner that integrates the online Author of numerous books Center for Applied special Tulane university, components into daily instruction. including Teaching Reading Technology (CAsT) university of south Florida in Middle School

26 expert 21 program overview scholastic.com/expert21 27 21ST CENTuRy LEARNING MAP kNOWLEDGE AND SkILLS FOR THE 21ST CENTuRy

Many states and several respected advocacy groups have articulated the skills our students will require in order to be competitive in a global economy. A survey of these skills informed the 21st Century learning Map, which is the basis for all knowledge and skills taught in Expert 21. expert 21 one element of a comprehenSIve lIteracy SolutIon

For ten years, Scholastic Education has been the leader in developing adaptive technology TM for teaching and learning. Designed to align with district-level RTI initiatives, Scholastic offers programs tailored to the needs of readers at varying levels of proficiency. In order to learn more about how Scholastic can meet the needs of all your readers, please contact your Scholastic representative.

grade level 6 7 8 9 nearly a decade 1250 1200 TM Into It, are your 1150 1100 ® 1050 StudentS ready TM 1000 readIng, wrItIng, and thinking 950 St In her lifetime, 900 for the 21 century to joIn the 850 St she will hold 800 at least nine for more information, visit 21 century? 750 www.scholastic.com/expert21 different jobs. 700 or 650 contact your regional Scholastic representative 600 She will be required to collaborate with team 550 for more information contact the Scholastic regional office that serves your state. 500 members from India, weSt central eaSt Indonesia, and Ireland. 450 21860 Burbank Blvd., 300 Madsen Drive, Suite 102 2270 Springlake Road, Suite 600 She will advance within 400 South Tower, Suite 110 Bloomingdale, IL 60108 Farmers Branch, TX 75234 Woodland Hills, CA 91367 (800) 225-4625 (800) 221-5312

Universal Screening and Progress Monitoring and Progress Universal Screening her company and be 350 (800) 342-5331 (630) 523-5138 (214) 414-3040 compensated based on 300 (818) 610-7272 (630) 671-0654 FAX (888) 662-9455 FAX (818) 610-7474 FAX Arkansas, Illinois, Indiana, Iowa, Kansas, Alabama, Connecticut, Delaware, District of Columbia, her ability to understand 250 Alaska, Arizona, California, Colorado, Kentucky, Louisiana, Michigan, Minnesota, Florida, Georgia, Maine, Maryland, Massachusetts, New Hawaii, Idaho, Montana, Nevada, Oregon, Mississippi, Missouri, Nebraska, New Hampshire, New Jersey, New York, North Carolina, vast amounts of complex 200 Utah, Washington, Wyoming Mexico, North Dakota, Ohio, Oklahoma, Pennsylvania, Rhode Island, South Carolina, Tennessee, information and summarize 150 South Dakota, Texas, Wisconsin Vermont, Virginia, West Virginia her recommendations 100 in one page. ® Br sCHoLastiC, sCHoLastiC eXPert 21, reaD 180, and associated logos and designs are trademarks and/or registered trademarks of scholastic inc. LeXiLe and LeXiLe frameWorK are registered trademarks of metametrics, inc. other company names, brand names, and product names are the property and/or trademarks of their respective owners. It is intended that district leaders use these guidelines in conjunction with state tests and other assessment data. The shaded Credits: Course i W1: courtesy samantha Larson; W2: © B trenkel/istockphoto; W3: robert Harbison/© 2003 the Chrisitian science monitor; W4: © Joe raedle/Getty images; W5: © michael o’neill; W6: © steve Bloom; W7: areas indicate the Lexile bands which require the most nuanced judgment for proper placement. © David Davis/Photo researchers, inc.; W8: sarfraz Khan/courtesy of Central asia institute. Course li W1: © Joseph adolphe; W2: l: © ryan mcvay/Getty images, and © rubberBall/veer; W3: © mike Hollingshead/www. She is not extremeinstability.com; W4: © Carl & ann Purcell/Corbis; W5: © Peter max 2007; W6: © Bobby Yip/reuters/Corbis; W7: © remi Benali; W8: © Bob adelman/Corbis, © tom Perkins/istockphoto, © Lisa f. Young/shutterstock. Course lli W1: © Digital vision/Getty images; W2: courtesy of isar architects; W3: © a.ishokon-UneP/Peter arnold; W4: © aP images; W5: daunted by this. © Digital image © the museum of modern art/Licensed by sCaLa/art resource; W6: © Wayne Douglas Barlowe; W7: © anne frank House, amsterdam/Getty images; W8: © Jon feingersh/Blend images/Jupiter images. For technical requirements visit www.scholastic.com/expert21

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sTorm, 2007 Arguments D C E R E goods. Given the rate of change, the world is likely to be transformed D L Use Technology Synthesize IS W again before our middle school students graduate from high school, Information C NO for Communication IPLINARY K today, college readiness in ways we cannot even predict. Across the country, leaders in education, business, the level of achievement attained by 8th grade is the Ask and government are working together to articulate what single best predictor of college and career readiness, Questions also means career readiness. our students will need to be successful in the workplace trumping anything that happens in high school. of the 21st Century. While the future is inherently The average person in the 21st Century is likely to Design unknowable, there is widespread consensus that the change careers five times. Therefore, each person will While not every student plans to attend A Build an fastest growing jobs will require a level of education, have to develop a portable set of skills that will enable C particularly a level of literacy, that is higher than ever them to adapt from job to job. Critical thinking, problem N O Effective D college, the majority of the fastest growing in our history. Yet 68% of American eighth graders are solving, innovation and collaboration have become the M Team Write D Create reading at basic or below (NAEP). price of entry for every career. C M Effectively N st O A For today’s students, career readiness equals The central importance of 21 Century literacy has U N jobs require knowledge and skills comparable L N Y college readiness. While not every student will attend motivated teachers, parents, students, employers, and L Organize T O IC I I college, the majority of the fastest growing jobs require our national leaders to ask: Is the middle school English A Group Present Invent V T B A Brainstorm I to that of a first-year college student. a level of knowledge and skills comparable to that of a language arts curriculum delivering the knowledge and Discussions Effectively A The forgoTTen O T T V first-year college student. Recent studies indicate that skills necessary for students to thrive in the 21st Century? I Resolve Imagine A middle, 2008 R O E O N Conflicts N 6 A R T C IN IO *Information and Communication Technology N