Presentation on theme: "Close Reading with Text-Based Answers"— Presentation transcript:
1Close Reading with Text-Based Answers Administrator ForumNovember 29, 2012
2CCSS Instructional Shifts for ELA Spotlight on Text Complexity and its LanguageStaircase of Complexity (Jan/Feb)Academic Vocabulary (May)Increased emphasis on Informational Textand Building KnowledgeBalancing Literary and Informational Text (Aug)Knowledge in the Disciplines (Sep/Oct)New grounding in reading and writing basedon Evidence from TextText-Based Answers (Nov/Dec)Writing from Sources (Mar/Apr)Biggest misconception about instructional shifts – all separate from each other. They are all interrelated. Three major instructional shifts divided into six for Broward.
3Integrated Literacy Development ReadingWritingListeningSpeakingWhat we read about and listen to, we can write and speak about.
4Teach Students To Read like DETECTIVES and Write like conscientious investigative REPORTERS
5Requirements of a Close Reading Understanding reader’s purpose for readingUnderstanding author’s purpose for writingRecognizing ideas in text as being interconnectedEngaging the text while readingFormulating questions to seek answersDiscussing and writing about what has been read
6Effective Close Reading PracticesEliminate frontloading before reading text(not to be confused with strategic scaffolding)Guide lessons with text-dependent questionsRespond to text-dependent questionswith evidence from the textUse author’s words to supporttext-based answers
7Effective Close Reading PracticesDevote more time to each text by readingand re-reading for deeper understandingConduct daily Interactive Read Alouds thatscaffold from easier to more complex textsEvery Read Aloud is NOT a Close Reading,but MUST BE interactiveScaffold by gradually releasing responsibility – teacher modeling to student independence
8Gradual Release of Responsibility Teacher ModelingGuided PracticeCollaborative PracticeIndependent Application
9responsibility shifts gradually from teacher to learner SharedReading/WritingRead/WriteAloudIndependentReading/WritingGuidedReading/WritingI DOWE DOYOU DOGradual Release of Responsibility Model (Pearson and Gallagher, 1993)responsibility shifts gradually from teacher to learner
10Interactive Read Aloud The Story of Ruby Bridges
11Segment 1 – teacher demonstrates scaffolding for prereading, not frontloading. Teacher focuses on the book cover and leads discussion about people fighting for a cause that relates to theme of previously read texts. Teacher draws attention to evidence on the cover to support interactive discussion.Segment 2 – teacher stops herself from giving her thoughts about the text and turned the discussion over to her students.Segment 3 – teacher focuses on academic content-specific vocabulary (segregation) that is part of a theme the students have been studying and discussed during previously read texts.Segment 4 – teacher highlights the vocabulary word “credit” and writes it on the board to refer back to in future interactive discussion sessions. This word will be discussed as it relates to the current text and its use in other contexts.1234
12Scaffolding the Close Reading of Complex Texts (K-2 Band) Literary TextInformational Text
13Strategically Share Texts to Build BackgroundSharing texts of easier complexity levels across a variety of genres through daily interactive read alouds provides as scaffolding to build background knowledge in theme-related content. Once sufficient background knowledge is built, students are better equipped to participate in close analytical reading of more complex texts that would be used to conclude a theme-based study.
14Resources Provided to Reading Resource Specialists via Email School Codes forTreasures grades 3-5IRA Position Statement on ELA CCSS
16Common Core State Standards: Literacy Shifts in the Classroom The columns below represent common look-for’s as related to the six shifts in literacy for the Common Core State Standards. Connections to the Marzano Teaching Framework are noted in bold beneath each item (D=Domain, DQ= Domain Question). More information regarding the shifts in literacy and the Common Core State Standards can be found atBalancing of Literary and Informational TextEnsure that textual materials are diverse in both nature and genre. D1.DQ4.23Increase substantially the amount of literary nonfiction used in the classroom or throughout a student’s day. D1.DQ4.23Provide an accessible classroom library that consists of literary and informational texts in a wide variety of genres for students to engage with independently. D1,DQ1.5Texts are presented in a multitude of formats: written, spoken, video, and other forms of multimedia. D2.45,46Students understand and apply reading strategies specific to literary text and specific to informational text. D1.DQ3.19Knowledge in the DisciplinesStudents deepen their knowledge through more technical and formal reading and writing. D1.DQ3.19Provide multiple sources/documents for students to utilize. D1.DQ4.23Require students to cite multiple sources in their responses to questions and writing prompts. D1.DQ4.22Implement reading strategies within their content area class to promote the connection of literacy to the content area. D1.DQ3.19Students come to discussions prepared, having read or studied appropriate material and then explicitly draw on that preparation and other knowledge about the topic to explore ideas under discussion. D1.DQ2.13Text-based AnswersAsk text dependent questions from a range of question types that require students to cite strong and thorough textual evidence. D1.DQ2.6Be patient and tolerate silences while students think, and take a “let’s find out” approach, channeling students back to the text for answers. D1.DQ5.26Engage students in rich and rigorous conversations dependent on common text. D1.DQ5.32Design instruction for whole group, small group, and individual instruction to cultivate student responsibility and independence. D1.DQ3.15Students are asked to form judgments on texts based on deep reading and evidence found within the text itself. D1.DQ4.22Staircase of ComplexityMake close reading and rereading of texts central to instruction, rather than ancillary. D1.DQ3.15Scaffold instruction to enable all students to experience, but not avoid, the complexity of the text. D2.42Teacher gives students less to read in order dive deeper into complex text. D1.DQ2.9Incorporate regular, observable practice with increasingly complex text. D1.DQ2.10Utilize a variety of methods for determining the complexity of texts: qualitative analysis, quantitative analysis, and task considerations. D3.52Writing from SourcesProvide students with writing activities in which they must draw evidence from texts, support logical inferences, and present clear information and/or claims. D1.DQ4.22Significant attention is devoted to precise details relating to tone, style, ambiguity, structure, and standard vs. non-standard conventions. D1.DQ2.6Student writing activities should change from stating opinions to writing formal academic argument. D1.DQ4.22Draw evidence from literary and informational texts to support analysis, reflection, and research. D1.DQ4.22Conduct short research projects to answer a question, drawing on several sources. D1.DQ2.12Academic VocabularyFocus on general academic words that appear across multiple contexts of informational, technical, and literary texts. D1.DQ3.14Help students investigate how meaning can be altered by changing key words and why authors choose one word over another. D1.DQ4.21Students are exposed to and interact with challenging language throughout the class to acquire understandings of word meanings. D2.42Students are taught fewer words, but at a deeper and more meaningful level. D1.DQ2.9Instruction & Interventions, Department of Literacy
17The Common Core Classroom: Literacy Physical EnvironmentFlexible layout ensuring the opportunity for whole group, small group, and independent learningEvidence of authentic student work throughout roomProject-based learning environment is evidentClassroom is rich with digital and media contentAcademic vocabulary is prevalent throughout the classroom for both instructional purposes and student referenceContains a classroom library consisting of literary and informational texts in a wide variety of genresTechnology is available to the students, not just the teacherClassroom is organized in such a manner that students can find material and resources to aid in the research process.TeacherProvides students with an appropriate balance of literary and informational textIncorporates the four aspects of literacy (reading, writing, language, speaking and listening) into lessons/units of study in all content areasServes as a facilitator within the classroom, interacting with students, as opposed to serving as the “sage on the stage”Guides the classroom discussion, but allows for topic-appropriate conversation to take place among the studentsProvides opportunities for authentic literacy practice rather than worksheetsUtilizes technological tools in the classroom for both presentation and instructionPresents text in a multitude of formats: written, spoken, video, and other forms of multimediaEnsures that text dependent questions guide students back into the textStudentSelf-directed and striving towards academic independenceParticipates in collaborative learning opportunitiesActive participant in classroom discussionDraws evidence from literary and in informational texts to support analysis, reflection and research when writing and speakingEngages in the research processReads like a detective —closely analyzing the text to determine meaningWrites like a reporter—developing a complete piece of writing that displays understanding of the process as a wholeUtilizes technology to deepen knowledge of concepts, collaborate, communicate, and present mastery of learningThe Common Core Classroom: LiteracyInstruction & Interventions, Department of Literacyv.5