1. Text-Dependent Tasks April 27, 2016 Preparation for Presentation
Be sure video clips are loaded and ready to present
TDQ book by Fisher and Frey will be distributed as part of this session. Verify you have books for your training.
Check for supplies
Chart Paper
Markers
Post-its
Other materials you add to your facilitation of session
We will provide materials for each session. As the presenter, it might be good to double check you have all your supplies ready to go in your room.

2. Complex Text Process (Let’s Review)
Choose a complex text: Begin with the end in mind. What do the students need to learn (CCSS)? What is the content to be taught with the text? What tasks will be completed after reading?

3. Complex Text Process
Develop text-dependent questions: Provide opportunity for understanding. Which parts of the texts may students struggle with? What do they need to be able to tackle the upcoming task?

4. Complex Text Process
Develop text-dependent task: Provide opportunity for students to apply their learning. How will this task address the level of rigor for the CCSS? How will you know that students have reached mastery?

5. Characteristics of Text-based, Complex Tasks
A – Meets the expectations set by the CCSS/ES for grade level and content.
B – Is grounded in a complex text, and the text and task are strategically paired based on qualitative measures, quantitative measures, and the needs of readers.
C – Includes text-dependent questions that push students to extract key meaning and ideas from the text.
D – Necessitates the close reading of one or more texts in order to complete the task.
E – Requires students to cite evidence from the text.
(15 min)
The important thing here is that each team has a list they can begin to use that they feel is appropriate. They will be using this activity with each teacher team at their school to arrive at a school-wide list eventually, so it is not important that each ILT in your cohort has the same list.

6. On page __________ of the new book, tables illustrate the following important point:
No matter what method you choose to write TDQs or text-dependent tasks, the level of rigor for that question or task can range from easy to more challenging. See the description on Page 13 of the handout for further explanation.
FROM PAGE 14 of HANDOUT: Within each of the general questions bulleted above, students can also explore different depths of knowledge. In other words, questions about “what the text SAYS” can be easy, medium or difficult. Similarly, asking “how the text WORKS” can be straight-forward or more rigorous. The cognitive demands, or the depth of knowledge (DOK) demands of our questions help ensure students are able to meet the rigor necessary to be college and career ready.
At some point, students must make their thinking visible independently. These questions and tasks can look like speaking, writing about reading, formal writing tasks, tests, and more. … that’s just the reality of teaching and learning. The format of the products can also vary. Students can complete tickets out the door, warm-ups, do now tasks, homework, annotations, and much, much more.
An Excellent Resource!

7. Sample Tasks See handout for examples. Tasks vary… Seminars Debates
Exit tickets
Graphic organizers
Writing prompts
Projects
Tests*
Etc.
(10 min)
Select one of the Tasks in your Agenda Packet that matches your schools’ level.
Point out how the characteristics from the sample list of Characteristics of Complex Tasks are directly embedded in the Task
Acknowledge that not ALL characteristics need to be in every task to make it a Complex Task
This slide requires Direct Instruction- point out page 6 characteristics and then point them out in the task example of your choice – C&E, MS, Gr. 4, or K.

8. How are we using the complex text process already at Endhaven?
Kindergarten
Penguins (RI.K.1-RI.K.3, RI.K.9)
Day 1 – Close Read for the GIST – Penguins by Anne Schreiber
Day 2 - Close Read for Vocabulary (barb, coast, colony, equator, Marine mammals, webbed)
Day 3 and Day 4 - Close reading for TDQs
How do photographs help our understanding?
Can we have a pet penguin where we live?
Day 5 – TDT – Cumulative Writing Activity

9. How are we using the complex text process already at Endhaven?
Third Grade
Introduced Biography Unit and Biography Vocabulary
Students chose a Biography book on a person of their choice.
Students read the book.
Students reread the book and took notes.
Students used their notes to create a speech.
Students then reread their biography book and answered text dependent questions.
Students will present their speech during the Wax Museum.

10. How are we using the complex text process already at Endhaven?
Fifth Grade Literacy at a Glance:  
1. Long Range Planning for the year:
Based on RI and RL standards
Divide standards based on what fits best with fiction and nonfiction reading
Planned month by month to ensure completion of all skills
2. Fiction Literacy:
Book clubs
Skills (reinforced with Stop and Jots)
Word Work (Making Meaning, Prefixes, Suffixes, Roots)
Writing
3. Non-Fiction Literacy:
Social Studies curriculum (land bridge into North America-Reconstruction after the Civil War)
Skills
Read-Aloud Books
Time for Kids
Compass Learning

11. How are we using text-dependent tasks already at Endhaven?
What we do now………….
Skills embedded in everything we do each day
Using text dependent questions in book clubs, social studies text, and read-aloud books
Begin with the end in mind
Provide opportunities to apply learning with activities
How we can make our teaching better………
Linking the book club novels and standards instead of just looking at book levels
Choose read-aloud books based on standards
Activities will focus on one part of the big picture for every child (to ensure close reading)