INSTRUCTIONAL NORMS TEAM
January 7, 2014Christina Orsi
wiki.sjcoe.net/groups/jefferson
EVIDENTIARY
THINKING
Overview• Welcome• District Update• Reflection on Collaboration PD • Evidentiary Thinking Shift• Close Reading• Text Dependent Questions• Debrief• Site Planning Time
District Update on CC Implementation
• Upcoming Math Curriculum Adoption in Spring– Cadre formation in January
• Technology Pilot – Chromebooks and iPads– Training in December/January– Piloting different ratios
• Administrative walk-throughs• SBAC Field Test Window– March 18-April 25
• CST Science and CAPA– April 28-May 7
• ELA Instructional Guide Units
2012-13
• Create implementation plan• Leadership level training• Training on CC ELA• Instructional Guides for CC ELA• Preliminary look at Assessments & Technology
2013-14
• Implementation of CC ELA• Training of CC Math• Training for Illuminate & CC Itembank• Planning/Pilots for Assessment & Technology• Evaluating Math curriculum• Smarter Balanced Field Test
2014-15
• Implementing CC Math• Math curriculum adoption• Technology integration• Smarter Balance Operational
Overview
Student Actions• Using complete sentence
responses
• Working collaboratively
• Using more academic language
Teacher Actions• Sentence starters and
connectors
• Using Performance Tasks
• Finding resources online
Areas to Consider
• Differentiation• Student strategically asking for tools• Teachers connected to student answers • Explicitly requiring evidence from students to
support claims
Reflection on Collaboration
Discuss and decide the 5 most important practices to include when
planning a lesson using student collaboration.
Evidentiary Thinking in the Common Core Standards
• Instruction is focused around a text, not the teacher
• Students engage in rich, evidence based discussions about a text
• Teachers budget time and support for close reading of text
• Writing emphasizes using evidence from multiple sources to form arguments
http://www.engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf
3 Strategies for Evidentiary Thinking• Critically examining a text• Multiple readings with purposeClose Reading
• Keep drawing the student back to the text
• Use the text to build schema
Text Dependent Questions
• Inference• Drawing conclusions
Evidence Based Claims
The sun disappeared. Dark clouds rolled in and
surrounded me. Bright light filled the sky and I was
getting soaked.
Danny stomped through the front door after school and
tossed his bag on the floor. He ran upstairs to the bedroom and
slammed the door. He flung himself on the bed and put his
pillow over his head.
Understanding one’s purpose for reading is a metacognitive process that supports a
reader’s comprehension of a text.(Paris, Wasik, & Turner, 1991)
Purpose plays a key factor in motivation for reading.
(Guthrie & Wigfield, 2000)
Close Reading• Critically analyze a text • How scholars read• Multiple readings of a text• Reading deliberately and with purpose• Focuses on details• Uses short passages or excerpts• Reading with a pencil, highlighter, or Post-its• Annotation• Discussing a text with others• Answering Text Dependent questions
Selecting a Worthy Text
• Dedicating a substantial amount of time to selection
• Should be appropriately complexity for grade level and task
Common Core Standards for English Language Arts & Literacy Appendix A p. 4
Steps of Close Reading
(KEY IDEAS AND DETAILS)Step 1:First read of text by students as independently as possible. Focus on main ideas, story elements, and key details.
Burke, B. (2013). A Close Look at Close Reading
Scaffolding Students in Close Reading
• Shared reading• Read aloud/Choral reading• Book on CD/Audio file/Youtube/Text to Speech• Question-Answer Relationship (QAR)• Literature circles• Essential questions • Graphic organizers• Jigsaws• Ear-to-Ear Reading• Reciprocal teaching
Lessons should be conscientiously planned to include differentiation
strategies for Close Reading.
Steps of Close Reading
(CRAFT AND STRUCTURE)Step 2:Second reading of a “close read worthy” section of the text. A clear purpose should be given to students. Focus on complex elements, vocabulary choices, and text structure and features, and illustrations.
Burke, B. (2013). A Close Look at Close Reading
(KEY IDEAS AND DETAILS)Step 1:First read of text by students as independently as possible. Focus on main ideas, story elements, and key details.
Sentence Starters
_____ help a reader understand a text because…
Some authors use tools like ____ in order to…
_____ help readers by….
I agree with _____ because…
Steps of Close Reading
(KEY IDEAS AND DETAILS)Step 1:First read of text by students as independently as possible. Focus on main ideas, story elements, and key details.
(CRAFT AND STRUCTURE)Step 2:Second reading of a “close read worthy” section of the text. A clear purpose should be given to students. Focus on complex elements, vocabulary choices, and text structure and features.
(INTEGRATION OF KNOWLEDGE AND IDEAS)Step 3:Third reading of the text where students go deeper with their analysis, draw inferences, synthesize concepts, and make connection between texts.
Burke, B. (2013). A Close Look at Close Reading
Sentence Starters
The author’s point of view is…
According to this author…
My evidence supports that the author…
Based on my evidence, I think…
Next Steps…
• Short augmentative writing activity– Is spelunking exciting or dangerous? Use evidence
to support your answer.• Narrative piece– Writing descriptive settings for Caves
• Science exploration or lab about stalactites/stalagmites
Using Close Reading in Math
• Mathematical Practice 1: Make sense of problems and persevere in solving them.– Noticings and Wonderings
• Researching background information on a broad topic
• Breaking down a complex word problem/task
Social Skill T-Chart:Evidentiary Thinking
What does it Look Like?
• Multiple readings of a text• Heads down in the text• Page turning to find evidence• Student discussions• Students pointing at pictures or
text• Highlighting and annotating• Teacher relentless requiring
evidence from students
What does it Sound Like?
• “What is your evidence?”• “How can you support that claim?”• “Where does it say that in the
text?”• “What words did the author use
that led you to that answer?”• “What in the text helped you to
know?”• “According to the author…”• “Based on the evidence, I claim…”
Facts are stubborn things; and whatever may be our wishes, our inclinations, or the dictates of our passions, they cannot alter the state of facts and evidence.
-John Adams
Text Dependent Questions
• Require students to dig into the text to answer them
• Cannot be answered without the text• Do not require background knowledge or prior
experience• Require teachers to read and thoroughly plan
questioning prior to instruction• Can be given in written or oral responses• Draw students back to the text for deeper analysis
and engagement
Cues to Use After a Text Dependent Question:
• Remember to use textual evidence to support your ideas.• Remember to use words and phrases from the text to prove
your answer.• Be sure to include specific evidence from them text to
support your ideas.• Be sure to include specific words and phrases from the text
to support your opinion.• Use specific words or details from the text or illustrations to
support your ideas.• Inferences should be supported by text.• Is that statement an inference or an observation?• What in the text helped you to know?• What words and phrases did the author use that lead you to
your answer?
Resources for Text Dependent Questions
Engage NY Curriculum ExemplarsHM Basal Alignment Project Grades 3-5
Edmodo Group: F4Q6NM
Anthology Alignment Project Grades 6-8Edmodo Group: pkx4sp
Holt Anthology Resources