ELA Template for Trimester-quarterly Modules

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Implementation Resources for ELA/Literacy:

Module and Unit Planning

Text Complexity Considerations

Additional Internet Resources

Mike Fisher

www.digigogy.com

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• ELA Standards • Reading, WriKng, • Speaking, Listening, • and Language

Standards

• 3-‐5 Short Texts • InformaKonal Companion Texts • 2-‐4 Weeks

Short Texts • 1 Extended Text • Novel, Play, or Longer Literary Non-‐FicKon or InformaKonal Text • 2-‐4 Weeks

Extended Text

• 1 Short Research project • 1-‐2 Weeks

Research • Develop and Convey Understanding • Draw Evidence from Text • Opinion or Argument • Inform or Explain • NarraKve, CreaKve

WriKng

During and End-‐of-‐Unit Performance Tasks

ELA Modules -‐ Quarter Planning Considera6ons Grade _____ Quarter _____

For each secKon, idenKfy a theme or topic for each module, the standards addressed, the associated texts, wriKng, research project, and performance tasks. During each module also study and apply

grammar and vocabulary and conduct discussions.

2012 Elizabeth Fisher

More Specific Template Considerations by grade level for grades 3-‐5

Grade 3 ELA 1st Trimester

Reading Complex Texts: RL/RI.3.10

• 3 – 5 Myths/Fables • 2 – 4 Informational: 1 – 2 Science, 1 – 2 Social Studies or Arts • 1 Extended or “Anchor” Literature Text

Writing about Texts: W.3.1-‐2, 4-‐6, 10

• Routine writing to develop and convey understanding • 2 Analyses, focus on opinions

Research Project: W.3.7 -‐9,RL/RI.3.1-‐10

• 1 Research project: Integrate knowledge from sources when composing

Narrative Writing: W.3-‐5, 6, 10

• 1 – 2 Narratives to convey experiences

For Reading and Writing in Each Module:

• Cite evidence: RL/RI.3.1 • Analyze content: RL/RI.3.2-‐9, SL.3.2-‐3 • Conduct discussions: SL.3.1 • Report findings: SL.3.4-‐6

Study and Apply Grammar: L.3.1-‐3, SL.3.6

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Study and Apply Vocabulary: L.3.4-‐6

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Phonics and Word Recognition: RF.3.3

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Fluency: RF.3.4

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Grade 3 ELA 2nd Trimester


• 3 – 5 Literature • 4 – 6 Informational: 2 – 3 Science, 2 – 3 Social Studies or Arts • 1 Extended or “Anchor” Informational Text


• Routine writing to develop and convey understanding • 2 Analyses, focus on inform & explain








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Fluency: RF.3.4

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Grade 3 ELA 3rd Trimester


• 3 – 5 Literature • 4 – 6 Informational: 2 – 3 Science, 2 – 3 Social Studies or Arts • 1 Extended or “Anchor” Literature Text


• Routine writing to develop and convey understanding • 2 Analyses, focus on opinions or inform & explain








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Fluency: RF.3.4

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• 3 – 5 Greek Myths • 2 – 4 Informational: 1 – 2 Science, 1 – 2 Social Studies or Arts • 1 Extended or “Anchor” Literature Text

Writing about Texts: W.5.1-‐2, 4-‐6, 9-‐10

• Routine writing to develop and convey understanding • 3 -‐ 4 Analyses, focus on opinions



Narrative Writing: W.4.3-‐6, 10





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Fluency: RF.4.4

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• 3 – 5 Literature • 4 – 6 Informational: 2 – 3 Science, 2 – 3 Social Studies or Arts • 1 Extended or “Anchor” Informational Text


• Routine writing to develop and convey understanding • 3 -‐ 4 Analyses, focus on inform & explain








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Fluency: RF.4.4

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• Routine writing to develop and convey understanding • 3 -‐ 4 Analyses, focus on opinions or inform & explain






• Cite evidence: RL/RI.4.1 • Analyze content: RL/RI.4.2-‐9, SL.4.2-‐3 • Conduct discussions: SL.4.1

• Report findings: SL.4.4-‐6


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Fluency: RF.4.4

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• Routine writing to develop and convey understanding • 3 -‐ 5 Analyses, focus on opinions








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Fluency: RF.5.4

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• 3 – 5 Literature

• 4 – 6 Informational: 2 – 3 Science, 2 – 3 Social Studies or Arts • 1 Extended or “Anchor” Informational Text










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Fluency: RF.5.4

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• Routine writing to develop and convey understanding • 3 -‐ 5 Analyses, focus on opinions or inform & explain








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Fluency: RF.5.4

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Grade 6 ELA 1st Quarter


• 2 -‐ 3 Literature • 1 -‐2 Informational: Science, Social Studies or Arts • 1 Extended or “Anchor” Literature Text


• Routine writing to develop and convey understanding • 4 -‐ 6 Analyses, focus on arguments








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Grade 6 ELA 2nd Quarter


• 2 -‐ 3 Literature • 1 -‐2 Informational: Science, Social Studies or Arts • 1 Extended or “Anchor” Informational Text










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Grade 6 ELA 3rd Quarter













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Grade 6 ELA 4th Quarter













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• Cite evidence: RL/RI.7.1

• Analyze content: RL/RI.7.2-‐9, SL.7.2-‐3 • Conduct discussions: SL.7.1 • Report findings: SL.7.4-‐6


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• 2 -‐ 3 World Literature • 1 -‐2 Informational: Science, Social Studies or Arts • 1 Extended or “Anchor” Text: World Literature








• Cite evidence: RL/RI.9.1 • Analyze content: RL/RI.9.2-‐9, SL.9.2-‐3 • Conduct discussions: SL.9.1 • Report findings: SL..4-‐6


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• 2 -‐ 3 Literature • 1 -‐2 US Historical Documents • 1 Extended or “Anchor” Text: Informational










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• 2 -‐ 3 Literature • 1 -‐2 US Historical Documents • 1 Extended or “Anchor” Text: Informational










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• 2 -‐ 3 Literature • 1 -‐2 U.S. historical documents • 1 Extended or “Anchor” Text: Informational










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• 2 -‐ 3 Literature • 1 -‐2 U.S. historical documents • 1 Extended or “Anchor” Text: Informational










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• 2 -‐ 3 American Literature • 1 -‐2 U.S. historical documents • 1 Extended or “Anchor” Text: American Literature










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• 2 -‐ 3 American Literature • 1 -‐2 U.S. historical documents • 1 Extended or “Anchor” Text: U.S. foundational text










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• 2 -‐ 3 American Literature • 1 -‐2 U.S. historical documents • 1 Extended or “Anchor” Text: American Literature










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• 2 -‐ 3 American Literature • 1 -‐2 U.S. historical documents • 1 Extended or “Anchor” Text: Informational text










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Writing Types and Formats

2012 Fisher

W.CCR

.1 -‐ Argumen

t/Pe

rsua

sive W

ri6ng: • Adver6sement

• Advice • Apology • Argument • Bumper S6cker • Business LeXer • Campaign Speech • Cap6on • Commercial • Complaint • Confession • Conversa6on • Editorial • Essay • Film • Flyer • Inaugural Speech • Interview • LeXer • LeXer to the Editor • Opinion Paper • Pamphlet • Pe66on • Proposal • Protest • Recommenda6on • Request • Research Paper • Review • Speech • Survey

W.CCR

.2 -‐ Inform

a6on

al W

ri6ng: • Acceptance leXer

• Analogy • Announcement • Applica6on • Ar6cle • Biography • Book jacket • Brochure • Business LeXer • Cap6on • Classified Ad • College Applica6on • Column • Compare/Contrast • Congratula6ons • Contest Entry • Conversa6on • Defini6on • Defini6on Entry • Dispatch • Essay • Feature Story • Film • Flyer • Handbook • Inquiry • Interview • Job Descrip6on • Lab report • Legal Brief • LeXer

W.CCR

.2 -‐ Inform

a6on

al W

ri6ng Con

6nue

d:

• List • Magazine Ar6cle • Map • Memo • Notes (math, science, social studies, etc.) • Message to the Future • Minutes of a Mee6ng • Obituary • Outline • Pamphlet • Pe66on • Public No6ce • Ques6onnaire • Rejec6on LeXer • Report • Request • Research Paper • Resigna6on • Resume • Speech • Summary • Survey • Technical Report • Telegram • Test Ques6ons • Textbook Entry • Travelogue • Wanted Poster • Warning • Will • Yearbook Entry

W.CCR

.3 -‐ Narra6v

e Wri6

ng: • Autobiography

• Biography • Character sketch

• Children’s Story

• Dialogue • Diary Entry • Eulogy • Farewell • Film • Gradua6on Speech

•  Journal • LeXer • Memoir • Play • Radio Play • Sympathy Note

W.CCR

.11 – Re

spon

ding to

Lite

rature

• Cartoon • Children’s Poem

• Epitaph • Farewell • Film • Graffi6 • Gree6ng Card •  Invita6on •  Joke • LeXer • Marriage Proposal

• Metaphor • Poetry • Prophecy • Radio Play • Riddle • Sa6re • Skit • Slogan • Sonnet • Sympathy Note • Tex6ng Dialogue

• T.V. (Movie) Script

Text Complexity

We have studied correlations between TCRWP’s bands of levels (which rely on Fountas and Pinnell levels—in turn based on the work of Clay) and the factors taken into account to determine text complexity grade level bands by the Common Core and found that, not surprisingly, there is tremendous congruence. Both TCRWP band of levels and the CCSS grade bands rely on analyzing texts by qualitative factors that include examining the extent to which a text is straightforward, the complexity of characters, the degree of prior knowledge the text assumes, etc. Then, too, TCRWP, Fountas and Pinnell, and the CCSS also take into account quantitative factors such as the word count, page count, and the complexity level of sentences. And, the CCSS, Fountas and Pinnell and TCRWP all ask teachers to take the individual reader and the purpose for reading into account, suggesting that when deciding upon an appropriate text for a reader, the text cannot be considered in isolation.

We do not recommend you re-‐sort your library in order to weigh more heavily on CCSS grade bands. Instead, we advise you to devote your time to helping kids read with high volume, strong rate, and increasing fluency, and to help them move up levels. There will be further information coming out from the Common Core about bands of text complexity, and we are convinced that even if you are determined to be absolutely aligned, jumping now to reorganize all your books doesn’t seem to make sense. If you need to produce a rationale for the basis of your current levels, look at Fountas and Pinnell’s website, and there you will find the correlation between Fountas and Pinnell Levels, the Common Core grade bands and the TCRWP bands of text complexity. In most cases, the TCRWP bands of text correlate to the grade bands expected by the Common Core (e.g. TCRWP text band K/L/M correlates to the low end of CCSS grade band 2-‐3 while TCRWP text band N/O/P/Q correlates to the high end of grade band 2-‐3).

A larger question, to us, seems to be how often kids should be reading at text levels that have been calibrated to be the highest level of text difficulty at which they can read with a high degree of comprehension (another way of saying “just right”), and how much time students should spend working in grade level complex texts (which may be too hard or too easy for them). People tend to use the term “instructional” and “grade level texts” synonymously, but actually, an instructional level text is one that a student can read with 96% accuracy and strong comprehension, and independent reading level is 99% accuracy. A grade level text, then, may not be remotely aligned to a reader’s instructional or independent level. No one is suggesting that a child in fifth grade reading at level M would find it helpful to have Bridge to Terabithia in his or her book baggie, for example, but there is widespread agreement that such a child profits from hearing Bridge to Terabithia read aloud. That is, there is widespread agreement that all students should have access to the complex structures, text features, vocabulary, concepts and ideas found in the texts within their grade level bands. This means, it is important to include the use of texts from grade level bands in read alouds, and it is important for students to closely study very short shared texts. Sometimes teachers will use these texts in minilessons. Then, too, when your students encounter primary documents in history, these will often be beyond their grade level. You will want to infuse texts you have used in one area of the curriculum throughout the day, using historical fiction, for example, in both reading workshop and social studies, perhaps letting a quote from one text inform thinking and work across the curriculum. What is most important is to help your students strengthen his or her reading abilities and move up levels to reach the grade band.

Some things are still open to debate. The question which still remains and over which there are differences of opinion is whether kids who can’t read “grade level complex texts” should be spending time trying to do so.

Correlations between Grade Bands and TCRWP Bands of Levels This is an abridged version of what you find in text at certain text complexity levels. This matches the bands of level features we have discussed. Text Complexity Grade Band

Text Complexity Descriptors (abridged version from research on which the Common Core’s work on text complexity is partially based—Hess, K. & Biggam, S. (2004). A discussion of “increasing text complexity.” Published by the New Hampshire, Rhode Island, and Vermont departments of education as part of the New England Common Assessment Program (NECAP). Retrieved from www.nciea.org/publications/TextComplexity_KH05.pdf)

Correlating Bands of Levels

Bands of Levels Descriptors

Text Grade Band 1

• Literary text includes especially realistic fiction, poetry, fairy tales

• Complexity in story structure—tends to contain a single episode, or a string of many small episodes

• Texts often have between one to a few sentences on a page

• Straightforward text structure • Informational texts are clear and

consistent (the print location is consistent on all the pages), the illustrations and simple graphics support reader’s understanding of content

• Simple punctuation is used

C, D One to two sentences across a page A range of illustrations that support selected parts of the text One subject or story idea Text doesn’t change from beginning to end

E, F, G Illustrations have more detail and story in them and students need to be able to use the pictures to talk about the text The reason the text is written is displayed early in the text but may change in the text. For example, characters’ feelings might change at the end, or through dialogue. Text requires students to think about what is going on in the story and infer a character’s feelings to assist with decoding the word. (Grandpa shouted, “A girl! The baby is a girl! Baby Emma is here.”) Stories and characters become more complex with a clear beginning, a series of events, and an ending. Mainly literal easy sight words.

H, I, J Episodes in earlier books were patterned in a way, because the same episode repeated with different characters or events that were very similar. (Think of the repetition in The Little Red Hen.) Level I books have different episodes, as in Quack, Quack, Quack, and the episodes are more elaborate.

Some assumed personal experience and/or cultural knowledge Abstract ideas are supported by the illustrations and words Comprehension beyond the literal level in this story requires the student to infer how characters’ feelings change as they read the text Some literary language (similes, metaphors, etc.) begin to appear. These help us discover more about the character

Text Grade Band 2-‐3

• Literary text includes especially realistic fiction, poetry, fairy tales, biography, fables.

• Well-‐ developed characters and episodes

• Unsupported vocabulary • Illustrations may or may not be

present on the page • Sentence structure is more

complex and may include phrases

• The narratives tend to be structured like traditional problem-‐solution stories

• Informational texts tend to contain straightforward text structures

• Content often somewhat familiar • Clear formats – simple heading,

pictures that extend meaning, etc.

• Full range of punctuation used, except dashes and semi colons

K/L/M Some figurative or literary language A range of recognizable ideas and challenging concepts Characters cover new places, space, and time differences (e.g. historical fiction asking readers to use text as a way to expand their understanding of the character their times and their new cultures) Dialogue continues to carry a large part of the story, adding to mood, tone, and character development. Often the dialogue statements are unassigned, requiring the reader to maintain an understanding of the verbal interactions among several characters on one page

N/O/P/Q

Unassigned dialogue both internally and externally that varies across a text Inferred connection across a text that is sometimes hard to find Text moves in episodes and time shifts The characters both major secondary and minor take on new complex meaning Structure is predictable but charts, tables, and graphs may add to a part of the text but not the whole of the text To achieve full understanding, reader must synthesize big ideas across text

Vocabulary is defined across multiple pages

Text Complexity Grade Band 4-‐5

• Includes realistic fiction, fantasy, historical fiction, poems, myths, narrative nonfiction, expository texts, hybrids, etc.

• Diverse characters, multiple perspectives

• Expository, scientific and historical text, speeches, persuasive, informational, how to, recipes, letters, etc.

• More challenging vocabulary—idioms metaphors, analogies, technical vocabulary

• Ideas and concepts increase, as well as use of literary devices such as flashback, foreboding, etc.

• Graphs, charts give crucial information to enhance meaning

• Language structure includes dialect and other linguistic variants to enhance character and setting

• Interrelationships become more complex— personification, humor, satire, and exaggeration

R/S/T Double plot lines Literary devices are used throughout the texts-‐-‐ for example, flashbacks, foreboding, idioms, metaphors etc. Multiple character stories that connect and develop throughout the text Vocabulary is complex and domain specific. Meaning is carried throughout the text. The structure begins to change and scaffold across the text. Multiple plot structures

U/V Interrelationships between characters become complex and develop throughout the text developing humor, satirical and exaggerated. Different dialects used and changes throughout the text Informational text without graphics or support Author creates multiple story lines and often the theme based on multiple issues Complex vocabulary that is used to persuade the audience to look at one or multiple perspectives of an idea or topic

Text • Full range of literary genres W/ X/Y/Z All genres included on this level

According to the CCSS certain grades need to be meeting certain benchmarks we agree with this and what is discovered is that our benchmarks align with the text gradient band levels. In this chart you will notice the correlation between the Text Complexity chart on the standards and our Independent Reading Level Charts.

CCSS expected reading

benchmarks

Lexile ranges that CCSS expectations translate into

TCRWP end of grade benchmarks Lexile levels that TCRWP benchmarks translate into

K–1 N/A By end of 1st grade I/J/K N/A 2–3 450L–790L By end of 2nd grade M

By end of 3rd grade P M= 200 – 500L P= 750 – 820L

4–5 770L–980L By end of 4th grade T By end of 5th grade W

T= 640 – 820L V= 880 – 1100L

6–8 955L–1155L By end of 6th grade X By end of 8th grade Young Adult Lit

X= 700 – 1070 Young Adult = 900 – 1190L

9-‐10 1080L–1305L 11–CCR 1215L–1355L The standards call for teachers to help the students move towards and read complex texts. These books are taken from the standards. They are used in multiple places in our curriculum calendars and maps. Sample of Complex Texts at Various Grade Levels

Complexity Grade Band 6-‐8

• Full range of informational/functional text, including manuals, schedules etc.

• Increasing number of uncommon words with more abstract vocabulary—word choice can affect historical or cultural text

• Narrative texts may contain different dialects

• Relationships become less explicit, more interpretative

• Symbolism, irony, sarcasm leads to deeper understanding of the world and the characters

• Texts tend to have multiple plot lines and characters that intersect

• Texts often call for literary analysis

Abstract vocabulary that address the linguistical patterns of the time period. Symbolism, irony, sarcasm leads to deeper understanding of the world and the characters Multiple plot lines and characters intersecting in the text Text address multiple ideas and meanings

Grades Narrative Text Example Narrative Text Example Level

Informational Text Example Informational Text Example Level

K and 1 Kitten’s First Full Moon By Kevin Henkes

G My Five Senses By Aliki

F

Pancakes for Breakfast By Tomie De Paola

F Truck By Donald Crew

I

2 and 3 Poppleton in Winter By Cynthia Rylant

J

From Seed to Plant By Gail Gibbons

M

The Stories Julian Tells By Ann Cameron

N Where Do Polar Bears Live? By Sarah Tompson

O

4 and 5 Where The Mountain Meet The Moon By Lin Grace

T

Horses By Seymour Simon

R

Bud Not Buddy By Christopher Paul Curtis

U Discovering Mars: The Amazing Story of the Red Planet By Melvin Berger

T

6 -‐ 8 Eleven By Sandra Cisneros

W Hope, Despair, and Memory By Elie Weisel

U

Roll of Thunder Hear My Cry By Mildred Taylor

W I Know Why the Caged Bird Sings By Maya Angelou

Z

Support to Help Your Students Does Not Change

Tasks, like texts, become more complex as students think about ideas and information in different ways. This is apparent as we see students move from literal to inferential to interpretative thinkers. When considering the complexity of the texts we pick, we need to take into account the tasks we set, as well as our knowledge of our students as readers.

When using complex texts teachers need to consider the challenges in the text and the strategies, skills and behaviors students will need to understand the text. They also have to take into account who their students are as readers.

Gradients in Complexity: Informational Texts

NYC Secondary Literacy Pilot by Aussies

A Chart Some People Are Using to Help Schools That Don’t Have Experience with Leveling Texts Move Toward Matching Readers to Books

Simple Texts Somewhat Complex Texts

Complex Texts

Very Complex Texts

Layout Consistent placement of text, regular word and line spacing, often large plain font

May have longer passages of uninterrupted text, often plain font

Longer passages of uninterrupted text may include columns or other variations in layout, often smaller more elaborate font

Very long passages of uninterrupted text that may include columns or other variations in layout, often small densely packed print

Graphics and pictures that directly support and help interpret the written text

Graphs and Pictures table charts that directly support the text

Essential integrated graphics, tables, charts, formula (necessary to make meaning of text)

Extensive, intricate, essential integrated tables, charts, formulas necessary to make meaning of text

Simple Indexes and glossaries

Simple indexes, glossaries, occasional quotes, references

Quotes, concluding appendices, indexes, glossaries, bibliography

Abstracts, footnotes, citations and detailed indexes, appendices, bibliography

Supportive signposting and handling

Reduced signposting and enhancements

Minimal signposting and/or enhancements

Integrated signposting conforming to disciplinary formats. No enhancements

Purpose and Meaning

A single or simple purpose conveying clear or factual information

Purpose involves conveying a range of more detailed information

Purpose includes explaining or interpreting information

Purpose may include examining/evaluating complex, sometimes theoretical and contested information

Meaning is clear, concrete with a narrow focus

Meaning is more involved with a broader focus

Meaning includes more complex concepts and a higher level of detail

Meaning is intricate, with abstract theoretical elements

Structure The organization of the text is clear or chronological and/or easy to predict

The organization of the text may include a thesis or reasoned explanation in addition to facts

The organization of the text may contain multiple pathways, more than one thesis and/or several genres

The organization of the text is intricate or specialized for a particular discipline

. Connections among events or ideas are explicit and clear.

Connections among events or ideas are sometimes implicit or subtle

. Connections among events or ideas are often implicit or subtle

Connections among events or ideas are implicit or subtle throughout the text

One mode of communication is evident

May include different modes of communication

Includes smaller sections that utilize different modes of communication of varying complexity

Includes sustained sections that utilize different modes of communication and/or hybrid or non-linear texts

Language Features

Mainly simple sentences

Simple and compound sentences with some more complex constructions

Many complex sentences with increased subordinate phrases and clauses or transition words

Mainly complex sentences, often containing multiple concepts

Simple language style, sometimes with narrative elements

Increased objective style and passive constructions with higher factual content

Objective/passive style with higher conceptual content and increasing nominalization

Specialized disciplinary style with dense conceptual content and high nominalization

Vocabulary is mostly familiar

Vocabulary includes some unfamiliar, context-dependent

Includes much academic vocabulary and some domain

Includes extensive academic and domain specific

words specific (content) vocabulary

(content) vocabulary

Knowledge Demands Informational

General topic is familiar, with details known by reader Simple, concrete ideas

General topic is familiar, with some details new to reader Both simple and more complicated, abstract ideas

General topic is somewhat familiar but with many details unknown to reader A range of recognizable ideas and challenging abstract concepts

General topic is mostly unfamiliar with most details unknown to reader Many new ideas and/or complex, challenging, abstract and theoretical concepts

Gradients in Complexity: Literary Texts NYC Secondary Literacy Pilot by Aussies

A Chart Some People Are Using to Help Schools That Don’t Have Experience with Leveling Texts

Move Toward Matching Readers to Books

Simple Texts

Somewhat Complex Texts

Complex Texts

Very Complex Texts

Layout Consistent placement of text, regular word and line spacing, often large plain font

May have longer passages of uninterrupted text, often plain font

Longer passages of uninterrupted text may include columns or other variations in layout, often smaller more elaborate font

Very long passages of uninterrupted text that may include columns or other variations in layout, often small densely packed print

Supportive signposting and enhancements

A range of illustrations that support selected parts of the text

A few illustrations that support the text

Minimal illustrations that support the text

Extensive illustrations that directly support and help interpret the written text

Reduced signposting and enhancements

Minimal signposting and/or enhancements

Integrated signposting conforming to literary devices. No enhancements

Purpose and Meaning

Purpose usually stated explicitly in the title or in the beginning of the text

Purpose tends to be revealed early in the text, but may be conveyed with some subtlety

Purpose is implicit and may be revealed over the entirety of the text

Purpose implicit or subtle, is sometimes ambiguous and revealed over the entirety of the text

One level of meaning

More than one level of meaning, with levels clearly distinguished from each other

Several levels of meaning that may be difficult to identify/separate

Several levels and competing elements of meaning that are difficult to identify/separate and interpret

Theme is obvious and revealed early in the text

Theme is clear and revealed early in the text, but may be conveyed with some subtlety

Theme may be implicit or subtle, is sometimes ambiguous and may be revealed over the entirety of the text

Theme is implicit or subtle, is often ambiguous, and is revealed over the entirety of the text

Structure The organization of the text is clear, chronological and/or easy to predict

The organization of the text may have additional characters, two or more storylines and is occasionally difficult to predict

The organization of the text may include, subplots, time shifts and more complex characters

The organization of the text is intricate with regard to elements such as narrative viewpoint, time shifts, multiple characters, storylines and detail

One mode of communication is evident

Connections among events or ideas are sometimes implicit or subtle.

Connections among events or ideas are often implicit or subtle

Connections among events or ideas are implicit or subtle throughout the text.

Connections among events or ideas are explicit and clear.

May include different modes of communication

Includes smaller sections that utilize different modes of communication of varying complexity

Includes sustained sections that utilize different modes of communication and/or hybrid or non-linear texts

Language Features

Mainly simple sentences

Simple and compound sentences with some more complex constructions

Many complex sentences with increased subordinate phrases and clauses

Many complex sentences, often containing intricate detail or concepts

Simple, literal language

Mainly literal, common language

Some figurative or literary language

Much figurative or literary language such as metaphor, analogy, and connotative language

Vocabulary is mostly familiar

Some unfamiliar vocabulary

Includes much academic vocabulary and some domain specific (content) vocabulary

Includes extensive academic and domain specific (content) vocabulary, and possibly archaic language

Knowledge Demands Fiction

Little assumed personal experience or cultural knowledge

Some assumed personal experience and/or cultural knowledge

Much assumed personal experience and/or cultural knowledge

Extensive, demanding, assumed personal experience and/or cultural knowledge

Simple ideas Both simple and more complicated ideas

A range of recognizable ideas and challenging concepts

Many new ideas and/or complex, challenging concepts

Shared by Suffolk BOCES and the Teacher’s College Reading/Writing Project

Questioning

A Guide to Creating Text Dependent Questions for Close Analytic Reading

Text Dependent Questions: What Are They? The Common Core State Standards for reading strongly focus on students gathering evidence, knowledge, and insight from what they read. Indeed, eighty to ninety percent of the Reading Standards in each grade require text dependent analysis; accordingly, aligned curriculum materials should have a similar percentage of text dependent questions. As the name suggests, a text dependent question specifically asks a question that can only be answered by referring explicitly back to the text being read. It does not rely on any particular background information extraneous to the text nor depend on students having other experiences or knowledge; instead it privileges the text itself and what students can extract from what is before them. Good text dependent questions will often linger over specific phrases and sentences to ensure careful comprehension of the text—they help students see something worthwhile that they would not have seen on a more cursory reading. Typical text dependent questions ask students to perform one or more of the following tasks:

• Analyze paragraphs on a sentence by sentence basis and sentences on a word by word basis to determine the role played by individual paragraphs, sentences, phrases, or words

• Investigate how meaning can be altered by changing key words and why an author may have chosen one word over another • Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole • Examine how shifts in the direction of an argument or explanation are achieved and the impact of those shifts • Question why authors choose to begin and end when they do • Note and assess patterns of writing and what they achieve • Consider what the text leaves uncertain or unstated

• An effective set of text dependent questions delves systematically into a text to guide students in extracting the key meanings or ideas found there. They typically begin by exploring specific words, details, and arguments and then moves on to examine the impact of those specifics on the text as a whole. Along the way they target academic vocabulary and specific sentence structures as critical focus points for gaining comprehension.

• While there is no set process for generating a complete and coherent body of text dependent questions for a text, the following process is a good guide that can serve to generate a core series of questions for close reading of any given text.

• Step One: Identify the Core Understandings and Key Ideas of the Text

• As in any good reverse engineering or “backwards design” process, teachers should start by identifying the key insights they want students to understand from the text—keeping one eye on the major points being made is crucial for fashioning an overarching set of successful questions and critical for creating an appropriate culminating assignment.

• Step Two: Start Small to Build Confidence

• The opening questions should be ones that help orientate students to the text and be sufficiently specific enough for them to answer so that they gain confidence to tackle more difficult questions later on.

• Step Three: Target Vocabulary and Text Structure

• Locate key text structures and the most powerful academic words in the text that are connected to the key ideas and understandings, and craft questions that illuminate these connections.

• Step Four: Tackle Tough Sections Head-‐on

• Find the sections of the text that will present the greatest difficulty and craft questions that support students in mastering these sections (these could be sections with difficult syntax, particularly dense information, and tricky transitions or places that offer a variety of possible inferences).

• Step Five: Create Coherent Sequences of Text Dependent Questions • The sequence of questions should not be random but should build toward more coherent understanding and analysis to ensure that students learn to stay

focused on the text to bring them to a gradual understanding of its meaning.

• Step Six: Identify the Standards That Are Being Addressed

• Take stock of what standards are being addressed in the series of questions and decide if any other standards are suited to being a focus for this text (forming additional questions that exercise those standards).

• Step Seven: Create the Culminating Assessment • Develop a culminating activity around the key ideas or understandings identified earlier that reflects (a) mastery of one or more of the standards, (b)

involves writing, and (c) is structured to be completed by students independently. •

Probing Thinking – Questions that prompt for deeper thinking in the respondent

• What causes you to say that?

• Could you explain what you mean?

• How does this relate to what we have been talking about?

Probing Assumptions – Questions that prompt for students to examine hidden assumptions in their thinking:

• What must be true for your thinking to be correct?

• What other assumptions are correct?

Probing Reasoning – Breaking reasoning down into component parts, or challenging rationales, can cause deeper and more specific thinking.

• Why do you think so?

• How do you know this?

• What facts are there to support what you are saying?

Probing Alternative Perspectives – These questions help us

look at issues from more than one point of view

• What’s another way to look at this?

• Why is the viewpoint stronger than the other one? How do you know?

• What are the strengths and weaknesses of each viewpoint?

Probing Implications and Consequences – Extending an argument to its implications and

consequences and strengthens thoughts

• What might happen next?

• How does this change what we already learned?

DOK 1 DOK 2 Dok 3 DOK 4

Character Who was your main character?

Can you identify and summarize what led you to believe your character is ___?

Can you tell me the author purpose in bringing in these other characters?

What is the other perspective being introduced about the characters situation?

Comprehension Can you retell what you just read?

Can you predict a logical outcome based on information in a reading selection?

How do you determine the author’s purpose and describe how it affects the interpretation of a reading selection?

Can you describe and illustrate how common themes are found across texts from different cultures?

Some Links:

K-‐12 Learning Targets written as “I Can” Statements… http://www.darke.k12.oh.us/~april_wulber/FOV2-‐00101787/FOV2-‐0010178B/ Curriculum Designers (Heidi Hayes Jacobs) open Common Core Aligned Curriculum Maps: http://curriculumdesigners-‐public.rubiconatlas.org/Atlas/Public/View/Default K-‐12 Learning Progressions from Karin Hess – Common Core Aligned: http://www.naacpartners.org/publications/ELA_LPF_12.2011_final.pdf Mike’s Blog Post Book: Cure for the Common Core on Amazon (Free for Prime Members): http://www.amazon.com/Cure-‐Common-‐Core-‐ebook/dp/B008E6SQDK Heidi Hayes Jacobs new Mapping To the Core book and planner on PD360’s site (Free 30 day Trial): http://www.schoolimprovement.com/pd360-‐free-‐pd/webinars/mapping-‐to-‐the-‐core-‐planning-‐for-‐curriculum-‐success/

Compiled/Created/Curated by Mike Fisher www.digigogy.com

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