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More on the Core

Continued learning on how to implement the CCSS in the discipline areas (science, social studies, career and techincal education)
by

Amy Stoeckly

on 25 January 2013

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Transcript of More on the Core

and Disciplinary Literacy Text complexity Key Shifts Navigate-Integrate-Evaluate Additional CCSS
Strategies Close Reading The CCSS Another Close
Reading Strategy Jigsaw Shift 3: Regular Practice with Complex Text & Academic Language Shift 2:
Reading & Writing Grounded in Evidence Shift 1:
Building Knowledge Through Content-Rich Nonfiction And this is standard #??? And this is standard #??? And this is standard #??? Shift 1: Building Knowledge Through
Content-Rich Nonfiction Shift 2: Reading & Writing
Grounded in Evidence Shift 3: Regular Practice with
Complex Test & Academic Language Three Level Reading Guides 1. On the lines: Did the author say it?
*Read the On The Lines Questions. Mark on the text where
the said this in the article (mark with the #). The author
may NOT have used these exact words.
*Place a check mark on your guide for statements the author
DiD say. Do this on your own first, then check with your
partner. 2. Between the lines: Did the author imply it?
* Working with your partner return to the text and write the #
in the text where you can "read between the lines", and then
check those statements off on your guide. 3. Beyond the lines: What do you think?
* Make a group of 4 (odds & evens). Create "arguments for" &
"arguments against". Citing details from the text, along with any
relevant background experiences
*Check which statement you feel most strongly about on your
guide.
*Write a short essay defending the statement you chose. Be
sure to cite evidence from the text. CCSS #2 Let's Review... Log into m.socrative.com Now enter your name Begin the quiz! Text Dependent Questions What do the author's of the Core say
about Close Reading? -So what would that really look like
in my classroom? https://www.teachingchannel.org/videos/literacy-analysis-lesson?fd=1 To help us think about the different pieces of text we will read we will use the Navigate-Integrate-Evaluate GO I can...
*evaluate multiple sources of information (visual, quantitative, &
in words)
*make recommendations after reviewing multiple sources of
information
*cite information from the text to support my
recommendations Part A: Watch me think about the Cartoon and Letter to the
editor. Let's do one together-the charts. Your turn-Work with partner on the remaining texts. What did you learn?
*What two pieces? What were the key points?
*Integrate and evaluate-share your constructed response. If we wanted to lesson cancer's impact on people, especially the impact of smoking, we should focus on campaigns to prevent people from starting to smoke in the first place. One ideas is to have the states spend more money to prevent people from starting to smoke. The "1.4 million" dollars a day" currently spent to keep people from smoking isn't enough to make an impact in relation to he "28 million dollars a day" the tobacco companies spend enticing them to smoke. Another prevention idea, promoted by Leonard Zwelling, a doctor in Houston, is to take the "billion dollars" currently spent on lung cancer research and use that money as an incentive by paying the college tuition of "all 18-years who have never smoked." Part B: Conclusion and Sources.
Conclusion: Dollars spent to lure people into smoking far
exceed those spent on prevention.
Sources: Editorial Cartoon & Letter to the Editor +Prompt: Constructed Response to texts Strategies to use in MY classroom http://engageny.org/resource/middle-school-ela-curriculum-video-close-reading-of-a-text-mlk-letter-from-birmingham-jail Hmm, Tasty Chemicals Point-Counter Point *Based on your knowledge of the topic, write the pros & cons.
*Read the article
*Cite evidence from the text on the pros & cons.
*Final assignment: write an opinion paper citing details from the text. Text Complexity And this is standard #??? CCSS identified 3 components 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. Creating Text-Dependent Questions
for Close Analytic Reading of Texts Text-dependent questions can be crafted to point students’ attention to features of text that enhance understanding (such as how section headers and captions lead to greater clarity or provide hints regarding what is most important in informational text, or how illustrations add to a narrative). Structure and Text-Dependent Questions Syntax can predict student performance as much as vocabulary does.

Questions and tasks addressing syntax are powerful.
Example:
Who are the members of the wolf pack? How many wolves are in the pack? To answer this, pay close attention to the use of commas and semi-colons in the last paragraph on pg. 377. The semi-colons separate or list each member in the pack. Syntax and Text Dependent Questions From “Hot and Cold Summer” - 5th grade fictional text

“To avoid someone means to keep away from them so that you don’t have to see them and they don’t have to see you. How did the boys avoid meeting Bolivia at first?” (pg. 23)

Re-read the last two paragraphs on page 39. Rory had a “strong suspicion”. What is a suspicion? What details in the story made Rory suspicious of Bolivia? Vocabulary and Text Dependent Questions Core Understanding and Key Idea:
Two people of very different ages may still have much in common and become friends.

Synopsis:
Opal has just moved to a new town in a new state and has no friends yet. Through a series of comic mishaps inadvertently started by her very special dog, Winn-Dixie, Opal meets Miss Franny, the town librarian. Opal realizes they have much in common and a friendship is ignited. Core Understanding and Key Ideas Creating Text-Dependent Questions When you're writing or reviewing a set of questions,
consider the following three categories:
Questions that assess themes and central ideas
Questions that assess knowledge of vocabulary
Questions that assess syntax and structure Three Types of Text-Dependent Questions *Low-level, literal, or recall questions

*Focused on comprehension strategies

*Just questions… Text-Dependent Questions are not… *Building knowledge through content-rich nonfiction

*Reading, writing and speaking grounded in evidence from text, both literary and informational

*Regular practice with complex text and its academic language Shift # 2: Text Dependent Questions Professional Development Module 4 Text-Dependent Questions Should relate to core understanding and key ideas.
A coherent sequence of text dependent questions will scaffold students toward successfully completing the culminating task.

Example:
“The title of this selection is ‘Because of Winn-Dixie.' Using your answers from the questions above and class discussion, explain why this is an appropriate title for the selection. Be sure to clearly cite evidence from the text for each part of your answer.”

“Officer Buckle’s final safety tip is 'ALWAYS STICK WITH YOUR BUDDY.' How did he and Gloria each learn this lesson for themselves throughout the story?” Culminating Tasks *Text-dependent questions generally call on students to employ reading strategies.

*Strategies are no longer taught in isolation.

*The text and readers’ need to comprehend it should determine what strategies are activated - not the other way around. Reading Strategies and Text-Dependent Questions Examples:

“Look at the illustrations on page 31. Why did the illustrator include details like the power outlets in the walls?”

“Dillard is careful to place opposing descriptions of the natural and man-made side-by-side. How does this juxtaposition fit with or challenge what we have already read? Why might she have chosen this point in the text for these descriptions?” Structure and Text Dependent Questions Reverse-engineered or backwards-designed
Crucial for creating an overarching set of successful questions
Critical for creating an appropriate culminating assignment Core Understanding and Key Ideas *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.
*Can also include prompts for writing and discussion questions. Text-Dependent Questions... 1-Building knowledge through content-rich nonfiction

2-Reading, writing and speaking grounded in evidence from text, both literary and informational

3-Regular practice with complex text and its academic language The CCSS Requires Three Shifts in ELA/Literacy There is no one right way to have students work with text dependent questions.

Providing for the differing needs of students means providing and scaffolding
supports differentially - not asking easier questions or substituting simpler text.

Listening and speaking should be built into any sequence of activities along with reading and writing:
“Re-read it, think it, talk it, write it”

The CCSS require ALL students to read and engage with grade appropriate
complex text regularly. This requires new ways of working in our classrooms. Final Thoughts on Text Dependent Questions Which words should be taught?
*Essential to understanding text
*Likely to appear in future reading
Which words should get more time and attention?
*More abstract words (as opposed to concrete words)
-persist vs. checkpoint
-noticed vs. accident
*Words which are part of semantic word family
-secure, securely, security, secured Vocabulary *More instructional time spent outside the text means less time inside the text.
*Departing from the text in classroom discussion privileges only those who already have experience with the topic.
*It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading.
(The CCSS are College and Career Readiness Standards.) Time – In and Out of the Text Text-Dependent Not Text-Dependent 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? 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? Non-Examples and Examples Increasing Range and Complexity And this is standard #??? Thank You!
Question-Planning-Support
Email me
Amy Stoeckly
Stoamy@holmen.k12.wi.us
Full transcript