1. Mark Cacciatore, Ph.D. Crystal Siniari Neal Webster New Jersey Department of Education Office of Literacy

2. I. Re-introduce the Shifts II. Text-Dependent Questions III. Breakout for Text-Dependent Questions, k-5, 6-8, 9-12 IV. Lunch V. Academic Vocabulary VI. Breakout for Academic Vocabulary k-5, 6-8, 9-12 VII. Debriefing and Evaluation Suggested Agenda

3. The Key to Academic Language and text-Dependent Questions

4. Know the Shifts: 3 Shifts of the Common Core 4 English language arts English language arts and Content Area Literacy 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

5. Application to practice

6. 6 Utilizing Text-Dependent Questions

7. Reading, writing, and speaking grounded in evidence from text : Why? 7 Being able to locate and deploy evidence are hallmarks of strong readers and writers College and workplace requires evidence-based writing and speaking

8. Reading, writing, and speaking grounded in evidence from text : Why? 8 Ability to cite evidence differentiates strong from weak student performance on NAEP (National Assessment of Educational Progress) Evidence is a major emphasis of the ELA Standards:ELA Standards Reading Standard 1 Writing Standard 9 Speaking and Listening standards 2, 3, and 4

9. Shift #2: Reading, writing, and speaking grounded in evidence from text 9 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? 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? Not Text-DependentText-Dependent Text-Dependent Questions

10. Sample Informational Text Assessment Question: Pre-Common Core Standards 10 High school students read an excerpt of James D. Watson’s The Double Helix and respond to the following: James Watson used time away from his laboratory and a set of models similar to preschool toys to help him solve the puzzle of DNA. In an essay, discuss how play and relaxation help promote clear thinking and problem solving.

11. Sample Informational Text Assessment Question: Post-Common Core Standards 11 High school students read an excerpt of James D. Watson’s The Double Helix and respond to the following: What mistakes did Watson make along the way to his discovery? What was his response to this mistake?

12. Sample Informational Text Assessment Question: Pre-Common Core Standards 12 From The Adventures of Tom Sawyer In Chapter 2 of The Adventures of Tom Sawyer, Tom tricks his friends into painting a fence that his Aunt Polly told him to paint. Tom persuades his friends into thinking the painting is fun, so they will do the work for him. Write about a time in your life when you persuaded your friends to complete work that you were supposed to do. Or, you might wish to write about a time when you were tricked by someone else.

13. Sample Informational Text Assessment Question: Post-Common Core Standards 13 From The Adventures of Tom Sawyer In Chapter 2 of The Adventures of Tom Sawyer, the reader is presented with a scene in which Tom tricks his friends into painting his fence, a chore given to him by his Aunt Polly. In a well-developed essay, write about the ways in which Mark Twain uses irony to show how Tom persuades his friends to paint the fence. Be sure to include textual evidence in your response.

14. Key to English Language Arts: Text-Dependent Questions Key to English Language Arts: Text-Dependent Questions (Achievethecore.org) Step One: Identify the Core Understandings and Key Ideas of the Text Step Two: Start Small to Build Confidence Step Three: Target Vocabulary and Text Structure (including syntax) Step Four: Tackle Tough Sections Head-on Step Five: Create Coherent Sequences of Text-dependent Questions Step Six: Identify the Standards That Are Being Addressed Step Seven: Create the Culminating Assessment 14

15. Three Types of Text-Dependent Questions (from Achievethecore.org) (from Achievethecore.org) When you're writing or reviewing a set of questions, consider the following three categories: 1. Questions that assess themes and central ideas 2. Questions that assess knowledge of vocabulary 3. Questions that assess syntax and structure 15

16. Text-Dependent Questions: Samples “Elementary Particles.” New Book of Popular Science. New York: Scholastic, 2010. (2010)Elementary Particles 16 Abraham Lincoln’s Second Inaugural AddressSecond Inaugural Address Sandra Cisneros, “Eleven”Eleven

17. Text Dependent Questions While Teaching Do Memories Change with the Passage of Time? (High School ELA) Do Memories Change with the Passage of Time? FDR’s 1933 Inaugural Address (High School Social Studies) Text-Dependent Analysis in Action: Examples From Dr. MLK, Jr.'s Letter from a Birmingham Jail (High School ELA/Social Studies) Text-Dependent Analysis in Action: Examples From Dr. MLK, Jr.'s Letter from a Birmingham Jail 17

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19. Vocabulary: Food for Thought According to the Common Core State Standards for ELA, “it is widely accepted among researchers that the difference in students’ vocabulary levels is a key factor in disparities in academic achievement” (p. 32) 19

20. Beck, McKeown, and Kucan (2002, 2008) Provide a framework—discussed at length in the CCSS document—for selecting vocabulary items in texts, which is based upon a “Three- Tiered” approach. 20

21. Tier 1 Are the words of everyday speech usually learned in the early grades, albeit not at the same rate Usually not considered a challenge for native speakers, Although English language learners will need assistance with acquiring them 21

22. Tier 2: General academic words Far more likely to appear in written texts than in speech They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered, unabashedly) Often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable 22

23. Tier Three: Domain-specific words Characterized by their specificity to a specific subject area or academic discipline They are terms such as “lava, carburetor, legislature, circumference, [and] aorta” (CCSS, p. 33) Critical in understanding new concepts within texts Tier Three terms are most often found in information texts rather than literary pieces These vocabulary items are often defined explicitly by authors and reinforced through the context of a text 23

24. Example from Appendix A 24

25. Examples from Lincoln’s Second InauguralLincoln’s Second Inaugural Tier 2Tier 3 PursuedInaugural, Inauguration Public declarationsAdministration EngrossChief Justice VenturedInsurgents PeculiarThe Almighty Perpetuate Appointed time Fervently Unrequited toil Righteous malice 25

26. Three-Tiered Vocabulary Now, it’s your turn. Using the same nonfiction text as before, identify Tier 2 and Tier 3 vocabulary terms that you would teach with the book. Discuss 3 strategies that you would use to teach the terms… 26

27. Three-Tiered Vocabulary Use these three texts as a starting point for vocabulary instruction: Irvin, J.L., Buehl, D.R., & Klemp, R.K. (2007). Reading and the high school student. 2 nd Ed.. New York: PearsonReading and the high school student Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford.Bringing words to life: Robust vocabulary instruction Beck, I. L., McKeown, M. G., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions and extended examples. New York, NY: Guilford.Creating robust vocabulary: Frequently asked questions and extended examples 27