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Reading Complex Texts Closely to Answer Text-Dependent Quest

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brooke crowley

on 12 September 2016

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Transcript of Reading Complex Texts Closely to Answer Text-Dependent Quest

Reading Complex Texts Closely to Answer Text-Dependent Questions
Session Objectives
Simplifying Text Complexity
Questions to Consider

How can the three-part model for measuring text complexity help you select "just right" books?
How can you tell that a task is a good match for a text?
What does Ms. Wessling mean when she says, "Don't try to walk through the exit: you'll only end up with a bruised nose?

“Reading Between the Lines”, a 2006 report released by ACT explains that when students didn’t achieve benchmark on the ACT, their struggles stemmed more from the levels of complexity in the passages than from deficits in the specific skills called for by the questions.” “What students could read, in terms of complexity, was at least as important as what they could do with what they read.” (ACT, 2006)

“Making textbooks easier ultimately denies students the very language, information, and modes of thought they need most to move up and on.” (Adams, 2009)

“K-12 Reading texts have seen a decline in the levels of difficulty over the last half-century.” (Appendix A)

“For this group of nearly a half million high school students, critical thinking does not distinguish those who are college and career ready from those who are not; facility with reading complex text does.” (Liben, 2010)

For the first time, the standards are defining at what level students need to be reading at (CCR.R.10)
Refer to RL/RI.10 for the grade levels you teach
Why Text Complexity Matters
Coding the Text: Appendix A

Text Complexity: Why it matters and how it is defined
Text-Dependent Questioning
Close Reading and it's Essential Components
Please read the excerpt from the Common Core Appendix A: "Why Text Complexity Matters," (begins on pg. 2 and ends the middle of pg. 4)
As you read-annotate, highlight, underline and make notes in the text
Underline: I already know this

Circle: I didn't know that

Star: I think this important/ makes a lot of sense

Question mark: I don't understand/I disagree with this
Why does Text Complexity Matter?
Lexile Measures for Common Post-Graduate Texts
View Simplifying Text Complexity (Teaching Channel)
and consider the questions
College & Career Readiness Anchor Standards and Text-Dependent Questions
CCR.R.1 "Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCR.W.1 "Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence."
CCR.W.9 "Draw evidence from literary or informational texts to support analysis, reflection, and research."
CCR.SL.3 "Evaluate a speaker’s point of view, reasoning, use of evidence and rhetoric."
CCR.SL.5 "Present information, findings and supporting evidence..."
At you table, highlight key words and phrases that emphasis the need to ask text-dependent questions
Refer to the grades you teach for specific grade-level expectations

Time In and Out of the Text
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.
Goal is to spend more time IN the text. The CCR and CCSS demand it.
Text Dependent Questions....
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.
Non-Examples and Examples
Can only be answered by reading the text closely
Can be answered without reading the text
Examples of Text-Dependent Questions from Cendrillon, a Caribbean Cinderella
1. What details does the author provide about how Ninnin's magic wand works and how it should be used?
2. Using specific details and quotes from the text, describe Cendrillon's life?
3. Madame describes Cendrillon as lazy. What evidence shows that Cendrillon is actually hard working?
4. Culminating Task-Using specific details from the text, describe the different ways in which Cendrillon’s life was difficult. Then, explain how Cendrillon was rewarded for her good attitude and positivity. Be sure to use examples from the story to support your ideas.

Activity: Text-Dependent Questions Sort for
Alice In Wonderland
Read the questions on the worksheet provided and circle the text-dependent questions.

Turn to your partner to compare answers.
General Understandings:
1. Overall View
2. Sequence of Information
3. Story Arc
4. Main Claim and Evidence
5. Gist of Passage
Key Details
1. Search for nuances in meaning
2. Determine importance of ideas
3. Find supporting details that support main idea
4. Answers who, what, when, where, why, how

Vocabulary and Text Structure
1. Bridges to literal meaning
2. Denotation
3. Connotation
4. Shades of Meaning
5. Figurative Language
6. How organization contributes to meaning

Author's Purpose
1. Genre: Entertain? Explain? Inform? Persuade?
2. Point of View: First-person, third-person, limited, omniscient, unreliable narrator
3. Critical Literacy: Whose story is NOT represented?
Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how those build to a whole.
Opinions, Arguments, and Intertextual Connections
1. Author's opinion and reasoning
2. Claims
3. Evidence
4. Counterclaims
5. Ethos (Ethical Appeal), Pathos (Emotional Appeal), Logos (Logical Appeal)
6. Rhetoric

Links to other throughout the grades
Text-Dependent Questions
Read the story
Tops and

At your table, create a set
of text-dependent questions
that addresses one of each:

Key Ideas and Details
Author's Craft and Structure
Integration of Key Ideas and Details

When creating questions, please
refer to CCSS RL Grade 2
What is Close Reading?
Thoughtful, critical analysis of a text that focuses on significant details or patterns to develop a deep, precise understanding of a text. Directs the readers attention to the text.
Students answer text-dependent questions
Levels the playing field- questions are dependent solely of what they read
Multi-day commitment to a text (not all texts are worthy of close reading)

Distinguishing features of Close Reading
Focus on complex, short passages and excerpts
Dive right into the text with limited pre-reading
Re-read deliberately
Discuss the text with others
Respond to text-dependent questions
First Read: Key Ideas and Details
Questions should be framed around key ideas and details:
State what the text says explicitly and support it with evidence
Identify the central idea and theme(s)
Analyze characters and events
Refer to CCSS RI/RL 1-3

Second Reading: Author's Craft and Structure
Questions should be framed around Author's Craft and Structure:
Interpret words and phrases
Analyze structures of text and how styles relate
Discuss purposes and point of view
Refer to CCSS RI/RL 4-6
Third Reading: Integration of Knowledge and Ideas
Questions should be framed around Integration of Knowledge and Ideas:
Evaluate different media
Compare and contrast the different cultural experiences/themes
Connections to other texts, events, films
Evaluations of quality
Refer to CCSS RI/RL 7-9
First Read: Key Ideas and Details
What was the street like at the
beginning of the story?
How did everybody feel about
that? What did they want?
What happened to Mr. Plumbean’s
How did the neighbors feel about the splot? Why?
What did they do about it?
How did they think Mr. Plumbean felt about it? Why did they think that? But what did he do?
Why does he do this?

How did his neighbors react?
Second Reading: Author's Craft and Structure
How does the author describe Plumbean’s house? Why does he compare it to a rainbow, a jungle, an explosion?
Why does the author tell you the neighbors’ feelings in this way?
The author doesn’t tell what they talked about… what do you think they might have said? How do you think Plumbean convinced him?
Why didn’t the author reveal this conversation?

Third Reading: Integration of Knowledge and Ideas
What did you take the story to mean from Plumbean's point of view?
What did you take the story to mean from the neighbor's point of view?
Do you know other stories like this? How were those stories similar? Different?

Close Reading: Nonfiction Example
**Notice the collaborative nature of this discussion amongst peers and facilitated by the educator**

Refer to assigned reading
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