Since we last met…what have you done with the Common Core

Learning Standards that has made you…

HAPPY OF MYSELF?

OWN THE STANDARDYou have been allocated a standard.• Find the standard in your grade level or

choose a grade level.• Write the standard in your own words.• Write what you will be doing in your

classroom to support student mastery in this standard.

• Share it with four other people.

The Vision of the WritersStudents who meet the Standards:

• Readily undertake the close, attentive reading that is at the heart of understanding and enjoying great works of literature.

• Habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally.

• Actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews.

• Reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic society.

Lead High-Level, Text-Based Discussions

Focus on Process, Not Just ContentCreate Assignments for Real

Audiences and with Real PurposeTeach Argument, Not Persuasion Increase Text Complexity

Highlight the reading anchor standards that require the students to apply close reading skills.

Share with a partner.What are the implications?

A Guide to Creating Text Dependent Questions for Close Analytic Reading.

What did you learn?

Grade 1Grade 3Grade 5

Write 5 of your own text dependent questions that lead

students to have a deeper understanding of the text.

Share with your table.

TEXT DEPENDENT QUESTIONS

Good text-dependent questions 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.

Text Dependent Questions: What Are They?

How exactly do you do this?

“Linger over specific phrases and sentences…”

Jim Murphy, The Great Fire – Grade 6

1. Listen to the text for the rhythm and meaning of the language.

2. Independently write what you think the text is saying (vs. what is the text about?).

Let’s Practice “Lingering”:

Close Reading with Text Dependent Questions

I think the text is saying…

• Chicago in 1871 was a city ready to burn. The city boasted having 59,500 buildings, many of them—such as the Courthouse and the Tribune Building—large and ornately decorated. The trouble was that about two-thirds of all these structures were made entirely of wood. Many of the remaining buildings (even the ones proclaimed to be “fireproof”) looked solid, but were actually jerrybuilt affairs; the stone or brick exteriors hid wooden frames and floors, all topped with highly flammable tar or shingle roofs. It was also a common practice to disguise wood as another kind of building material. The fancy exterior decorations on just about every building were carved from wood, then painted to look like stone or marble. Most churches had steeples that appeared to be solid from the street, but a closer inspection would reveal a wooden framework covered with cleverly painted copper or tin.

This is talking about

Chicago in the late 1800’s

There is “trouble…” with

something…

There are buildings

made of wood…

Sample Questions- Set 1

The term “jerrybuilt” means cheaply or unsubstantially built (it comes either from the English dialectical word “jerry” which meant “bad or defective,” or from the nautical slang word “jury” which meant temporary); what specific words and phrases does the author include to support his use of the term “jerrybuilt”?

OSF: The line/phrase “____________________” supports the author’s use of the term “jerrybuilt” because ________________________.

Sample Answer- Set1

The line/phrase “all topped with highly flammable tar or shingle roofs” supports the author’s use of the term “jerrybuilt” because structures made of flammable materials (capable of burning rapidly) would be considered unsubstantially built and easily destroyed.

Sample Questions- Set 2

• What contrasting information does the author present in the two sentences that use the word “but”? OSF: In the sentence, “______________” the word “but” is used to reveal that there is a contrast between _____________________ and ________________________.

• How do the descriptions of the structures/buildings in the city support the author’s statement that Chicago in 1871 was a “city ready to burn”? OSF: When the author writes, “_________” he is supporting his claim that Chicago was a “city ready to burn” because ______________.

Sample Questions- Set 3

•Dashes and parentheses add information that isn’t essential to the sentence but develops or describes something from the first part of the sentence (usually right before the dash or parenthesis) in greater detail; what information does the author add with the language in between the dashes and in the parentheses?

•OSF: The language in the parentheses/in between the dashes tells the reader ___________________.

Sample Questions: Set 4

Why does the author use the word “structures” in the third sentence? How does the use of this word differ from how the buildings are referred to in the rest of the paragraph?

OSF: In the third sentence the author uses the word “structures”, whereas in the rest of the paragraph the author refers to the buildings as _________. The author uses the word “structures” because _________.

Sample Questions- Set 5

•How does the detail used to explain the “trouble with buildings” help us make an inference about the building developers or perhaps the city officials?

OSF: To explain the “trouble with buildings” the author writes/says, _________. The lines, “__________” and “___________” help us infer that the building developers/city officials ________ because _________.

Scaffolding

• Strategically built and removed

• Enables performance (students still must construct responses)

• Allows for explicit instruction in grammatical features and functions that teach students to independently access texts, learn concepts, and engage in academic reading, writing, speaking and listening

Scaffolding - Supporting Text-Dependent Answers and Academic

Language Development The line/phrase __________ supports the

author’s use of the term “jerrybuilt” because ________________________.

In the sentence, “____________________________” the word “but” is used to contrast ____________ and ____________.

When the author writes, “______________” he is supporting his claim that Chicago was a “city ready to burn” because _________.

Scaffolding - Knowledge of language structures and grammatical features

The term “jerrybuilt” means cheaply or unsubstantially built (it comes either from the English dialectical word “jerry” which meant “bad or defective,” or from the nautical slang word “jury” which meant temporary); what information – revealed through specific words and phrases – did the author include to support his use of the term “jerrybuilt” when describing the Chicago buildings?

Dashes and parentheses add information that is not essential to the sentence but develops or describes something from the first part of the sentence (usually right before the dash or parenthesis) in greater detail; what information does the author add with the language in between the dashes and in the parentheses?