Office of Curriculum, Instruction and School

Support2012

An Introduction to Reading, Writing and Speaking Grounded in the Text

ELA Implementation Module 1&2

ObjectivesParticipants will learn:

the meaning of close reading and text-dependent questions

the purpose of close reading and text-dependent questions to get students deeply into the text

that all teachers are responsible for the instruction in literacy through each discipline

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Vocabulary Check

College and Career Readiness (CCR) Anchor Standards: define general, cross-disciplinary literacy expectations that must be met for student to be prepared to enter college and career programs.

K-12 grade-specific standards: define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations

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Instructional Priorities

The instructional priorities beginning in the 2012-13 school year are the implementation of:

Common Core State Standards

Master Plan for English Learners

Teaching and Learning Framework

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Common Core State StandardsDistrict-wide phase in: Process for Implementation

Full Transition

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District-Wide GoalsBy May 2013, at a minimum, teachers will be expected to plan collaboratively in teams to:

Develop at least one literacy task involving close reading and text-dependent questions aligned to the level of performance that the Common Core Standards demands.

Engage all students in at least one literacy lesson involving close reading and text-dependent questioning in reading, speaking and listening, and writing.

Look closely at student work to continue the cycle of inquiry and make future instructional adjustments.

Use Standard 3b in the Teaching and Learning Framework Rubrics to self-assess questioning skills. 6

Teaching and Learning Framework Rubric –Standard 3b

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Element Ineffective Developing Effective Highly Effective

Quality & Purpose of Questions

Questions are designed to challenge students and elicit high-level thinking CO

Teacher’s questions do not invite a thoughtful response or are not relevant. Questions do not reveal student understanding about the content/concept or text under discussion, or are not comprehensible to most students.

Teacher’s questions are a combination of both high and low quality, or delivered in rapid succession. Only some questions invite a thoughtful response that reveals student understanding about the content/concept or text under discussion. Teacher differentiates questions to make them comprehensible for some students.

Teacher’s questions require rigorous student thinking. Most questions invite and reveal student understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for sub-groups of students.

Teacher’s questions require rigorous student thinking and invite students to demonstrate understanding through reasoning. Students themselves formulate questions to advance their understanding about the content/concept or text under discussion. Teacher differentiates questions to make learning comprehensible for all students in the class. 

Discussion Techniques & Student Participation

Techniques are used to ensure that all students share their thinking around challenging questionsCO, SF

Teacher makes no attempt to differentiate discussion. Interactions between the teacher and the students are characterized by the teacher generating all questions and most answers. The teacher and a few students dominate the discussion.

Teacher makes some attempt to use differentiated strategies to engage all students in discussion with uneven results. Only some students participate in the discussion and/or the discussion is not intellectually challenging.

Teacher uses intentional, differentiated strategies to engage all students in discussion, attempting gradual release from teacher directed to student initiated conversation. Students are expected to participate in an intellectually challenging discussion.

Teacher uses various, differentiated strategies to engage all students in intellectually challenging student-to-student interactions Teacher creates conditions for students to assume considerable responsibility for the success of the discussion; initiating topics and making thoughtful, unprompted contributions that demonstrate innovative thinking.

Overall Shifts for Instruction in CCSS

ELA/ Content Literacy

Building knowledge through content-rich nonfiction and informational texts

Reading and writing grounded in evidence from text

Regular practice with complex text and its academic vocabulary

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CCR Anchor Standards

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1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.7. Integrate and evaluate content presented in diverse media and formats, including

visually and quantitatively, as well as in words.1

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

Key Ideas and DetailsRead closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

This standard relates directly to close reading and text dependent questions. In the following slides and Handout 2, read how this standard develops

across the grade levels.

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CCR Anchor Standard-Reading

Video DiscussionAfter the video, share with your elbow partner:

1.What key learning did you take away from the video?

2.What are the implications for teaching and learning?

Whole Group Share Out

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Close Reading with Dr. Douglas Fisher

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While watching the video consider the following questions:1.What key learning did you take away from the video?2.What are the implications for teaching and learning?

http://smartjaguar.wordpress.com/ccss/

Close ReadingIs careful, purposeful reading and rereading of a text

Looks at structure and flow of the text to understand what the author had to say

Has text-dependent questions used to move students deeper into the text

Makes students think and understand what they read13

Professional ReadingRead the article Principles Informing Close Reading

3-2-1 Strategy3 Things You Found Out2 Interesting Things1 Question You Still Have

Handout 1

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Close Reading and Text- Dependent Questions

The CCSS for reading focus strongly on students gathering evidence, knowledge, and insight from what they read.

Eighty to ninety percent of the Reading Standards in each grade require text-dependent analysis.

The Leadership and Learning Blog15

Text-Dependent Questions

Can only be answered with evidence from the text

Can be literal but can also involve analysis, synthesis and evaluation

Focus on words, sentences and paragraphs as well as larger ideas, themes or events

Focus on difficult portions of text in order to enhance reading proficiency16

Non-Text-Dependent Questions and Real Texts

Was there ever a time when an animal scared you?

Should Ms. Franny have felt embarrassed?

Can bears really eat people?

Will Opal and Amanda ever be friends?

Explain how reading the story made you feel about visiting a library.

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WHY use TEXT-DEPENDENT QUESTIONS and NOT GO OUTSIDE THE TEXT?

It is a strategy to prepare students for college and career

Going outside the text privileges those who have had that experience

It is easier to talk about our experiences than to analyze the text

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What does the text say?

Examples of TDQsHow would you summarize or write a

shortened version of the text containing only the main points?

What is the gist?

What are the ideas in order of importance or presentation?

What ideas might the author be suggesting rather than directly stating? What can you infer from the hints or suggestions?

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Non-Examples and Examples

In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

What makes Casey’s experiences at bat humorous?

What can you infer from King’s letter about the letter that he received?

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Not Text-Dependent Text-Dependent

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SummaryThink-Pair-Share

What are the implications of this shift for your instructional planning and design process?

What are some of the implications for reading and literacy instruction, including disciplinary literacy?

What supports might you need to help make this shift?

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“The purpose of close reading is to build the habits of readers as they engage with the complex texts of the discipline and to build their stamina and skills for being able to do so independently.”

(Fisher, Frey, and Lapp)

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Text-Dependent Questions are not

• Low-level, literal, or recall questions

• Focused on comprehension strategies

TDQ’s are not just questions…2323

Text-Dependent Questions

• Can only be answered with evidence from the text.

• Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation.

• Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events.

• Focus on difficult portions of text in order to enhance reading proficiency.

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Let’s Practice

In a triad, read the questions provided in the reading selection provided, determine if they are text-dependent or non-text-dependent. Explain your rationale using evidence from the text and questions.

Handout 2 & 3

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Connecting to the Teaching and Learning Framework Rubric

Next, look at all the questions in the reading selection.

Where would you rate the questions using the TLFR-ineffective, developing, effective, highly effective?

Be prepared to defend your choice.Handout 4

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Text-Dependent Question Exemplars

Now look at the exemplar on the same subject. How are the questions different from handout 2? How are they the same?

How might these questions influence teaching and learning?

Handout 5

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Connecting to the Teaching and Learning Framework RubricNext look at the questions in the exemplar.Go back to the TLFR.

Look at the questions in the exemplar.

Where would you rate these questions-ineffective, developing, effective, highly effective?

Be prepared to defend your choice.Handout 4

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SummaryStudents need to be taught how to read

and think about complex text.Our current tools contain a mixture of

text-dependent and non-text dependent questions.

As teachers, we can develop or modify the existing questions to draw students deeply into the text.

Questions can be used to highlight and scaffold key knowledge and information from texts, and provide the necessary practice with complex text.

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Next StepsIn the next several months, work with

your grade, department, or other teams to analyze lessons for opportunities for close reading with the use of text dependent questioning.

Teach a lesson using this strategy.

With your team, reflect on the lesson you provided and develop future instructional actions.

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