Grade 3 ELA/SS Job-Alike Session #5 – Reading Comprehension Text-Dependent Questions & Close Reading (Part 2)

Content and Language Objectives Participants will: become familiar with the increased emphasis on close reading and text-based questions and answers in Common Core classrooms recognize examples and non-examples of text-based questions in Scott Foresman write text-based questions for a Scott Foresman anthology selection or other text of their choosing examine Shift # 4 ( Text-based Questions and Answers) and it’s impact on classroom instruction by reading, writing and discussing

Pre-Assessment What I know about close reading and text-based questions and answers? What I want to know about close reading and text-based questions and answers? 3 mins . Tell teachers that today for a pre-assessment and post-assessment we will being doing a modified K-W-L. We would like to collect them at the end of the session. Turn and share with a shoulder partner.

Review In the article, the author defines what Close Reading is and why it is important. List key points that you remember from the article.

Video: Close Reading Strategies with Informational Text http://engageny.org/resource/close-reading-strategies-with-informational-text-by-expeditionary-learning Debrief Activity Highlight 3 positive comments to share Highlight 1 challenge to share Use 3 Step Interview (SIOP Strategy) See Handout Interview Questions: Tell me 1 or 2 things you thought were positive about this video. Tell me a challenge. 15 minutes: Today we are going to take some time to see what “Close Reading” can look like in the classroom. We know there are many strategies teachers can use to promote close reading, so keep in mind that this is just one good examples. After the video, we will be debriefing using an activity modeled on the SIOP strategy Three Step Interview. You have a graphic organizer to use for note taking : What the teacher says and does? What students say and do? Total to this point 22 min

Why Text-Based Questions Remind participants about the Shift document they saw during the first Job Alike. Today we are focusing on Shift #4. Some of the outcomes of asking text-dependent questions… Build a deeper understanding of the text Prepare students for constructed response questions and Performance Tasks in new assessment ( SBAC)

Features of Text-based Questions Questions that can only be answered with evidence from the text Can be literal but can also involve analysis, synthesis, evaluation Focus on word, sentence and paragraph as well as large themes or events Focus on difficult portions of the text in order to enhance comprehension Focus on evidence –based answers instead of experienced –based answers Are worth asking Notes: reference reading to support text dependent questions in lieu of text-self connections. SO, what are the parameters for text-based questions? Text-dependent…students must have read the text to answer the questions. Recalling facts is an important starting point, but most go beyond. When a student makes an inference, they must support their finding with evidence from the text.

Looking at Exemplar Questions Part 1: Read through the questions With a partner, determine which questions are text-dependent Sort questions into the appropriate columns 10 minutes: Check for understanding - Participants sort questions 38 minutes to this point.

Additional Consideration Do my questions… Represent the 3 sub-strand of standards? Key Ideas and Details Craft and Structure Integration of Knowledge and Idea (Vocabulary RI 4) Activity: Part 2 (CCSS pgs. 11 – 14) Identify Sub – strands of Text-Based/Text-Dependent Questions 15 mins. Bullet one refers to the specific sub strands to ensure that all areas of comprehension are addressed: Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas. By making sure your questions address all levels of the standards, you can be more confident that you are asking a greater range and depth of questions. Vocabulary (integration of knowledge and ideas) is the single greatest predictor of academic success. We know that all children need robust vocabulary instruction, especially our more struggling students. Consequently, we want to be sure to include questions about vocabulary in our instruction. We know we teach the amazing words each week, but this is an opportunity to review amazing words when reading the main selection as well as add any addition vocabulary teaching that may be needed for students to understand the text. K-2: Craft and Structure: With prompting and support, ask and answer questions about unknown words in a text, ‘determine meaning’ @ 55 minutes to this point

Evaluating and Writing Text-based Questions in Scott Foresman Teacher Activity: Choose selection from SF Evaluate comprehension questions in margins Revise and rewrite using Feature of Text-based/Text-dependent questions Planning Template Model using guidance… 25 minutes

Locate Yourself on the Compass 2 min.Think about what it will take to get all your students to grade level in reading comprehension. Locate yourself on the compass.

Post Assessment What I learned about Close Reading and Text-dependent/Text-based questions and answers? 2 minutes:  

Please bring… TE Unit 5 Common Core Standards Next Session Please bring… TE Unit 5 Common Core Standards