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Text-Dependent Writing. Responding to text with a critical-analytic stance. Purpose & Agenda. Purpose Provide information on text-dependent writing and provide time for teacher planning and collaboration Agenda. The “WHAT”. Text-Dependent Writing. - PowerPoint PPT Presentation
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RESPONDING TO TEXT WITH A CRITICAL-ANALYTIC STANCE
Text-Dependent Writing
Purpose & Agenda
Purpose Provide information on text-dependent writing and
provide time for teacher planning and collaborationAgenda
Time Action Purpose2:25- 2:50 Presentation/
DiscussionShare information on text-dependent writing
2:50-3:30 Application Provide time for planning, collaboration
3:30-3:40 Wrap-Up Share final thoughts/questions
The “WHAT”
Text-dependent writing is writing that “can only be
completed by referring back to the specific text read… [and] 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” ( www.acheivethecore.com)
Together, they create
cognitively challenging contexts for
students to read and write for
multiple, responsive
stances
Text-Dependent Writing
Text-dependent writing is writing that “can only be completed by referring back to the specific text read… [and] 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” ( www.acheivethecore.com)
The “WHY”
Close Reading “When students are not required to use the information from the text
in subsequent tasks, they often forget what they’ve read. Or worse, they learn that reading isn’t that important and that they can complete the requirements for a class without really doing the readings” (Fisher & Frey, 2012, p. 126)
CC Anchor Standards CCR Anchor Standard 4: Produce clear and coherent writing in which
the development, organization, and style are appropriate to task, purpose and audience.
CCR Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCR Anchor Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCR Anchor Standard 10: Write routinely extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
The “HOW”
Build to text-dependent writing… Text choice
Authentic Complex
B-D-A Before Reading: Build schema, introduce domain-specific
vocabulary necessary for comprehension During Reading: Monitor comprehension After Reading: Text-Dependent Writing
RAFT I-Poetry Magnetic Poetry
The “WHAT”: RAFTs
RAFTs are writing tasks emphasizing perspective and critical thinking by forcing students to consider Role, Audience, Format, and Topic
The “HOW”: RAFTsStepsStudents have read and comprehended a piece (or pieces) of complex text (possible sources).
As a teacher, consider the different perspectives created by the topic and the different written genres that might be authentic in the context and relevant in students’ lives.
Provide a format for planning, genre instruction, and ample time to model how to plan.
Let students plan and write with others who are writing in the same role.Provide time to share
Facts
Role
Makes him/her feel
Which means the tone is….
The “WHAT”: I-Poetry
A short, preformatted structure that forces students to consider facts from varied perspectives
The “HOW”: I-Poetry
vStepsStudents have read and comprehended a piece (or pieces) of complex text (possible sources).
As a teacher, consider the different perspectives created by the topic and the different written genres that might be authentic in the context and relevant in students’ lives.
Provide a format for planning and ample time to model how to plan.
Let students plan and write with others who are writing in the same role.Provide time to share
Great Wall
Facts
Template Mentor Texts
http://www.readwritethink.org/files/resources/lesson_images/lesson391/I-am-poem.pdf
Bunting, Eve. I Am the Mummy Heb Nefert.
Janeczko, Paul. Dirty Laundry Pile: Poems in Different Voices.
Karas, G. Brian. Atlantic. Siebert, Diane. Sierra
The “HOW”: I-Poetry
The “WHAT”: Magnetic Poetry
Free verse poem created from key sentences/passages of informational and/or literary text
The “HOW”: Magnetic Poetry
Steps
1. Have students select key sentences/short passages around the theme/central idea of a text.
2. Students write those selections on their own paper.
3. Students cut apart each word.
4. In groups of three, students combine piles and words and arrange them to create a sentence of free verse poem around the theme/central idea of a text.5. Individually, explain their sentence/poem and justify their choices by connecting it to the text they’ve read.
Your Turn…
Consider the topics and texts you’re covering or about to cover... Authentic texts? Ensure comprehension? Form of text-dependent writing? Support student planning? Provide opportunities for collaboration?
Final Thoughts/Questions
Take-Away: How would you summarize today’s work in one sentence?
[email protected] Literacy Wiki: www.ccsliteracyresources.wikispaces.com
Literacy Stances