"There is nothing in which deduction is so
Chalk
Talk
Vol. 1, Issue 10
necessary as religion," said he, leaning with
his back against the shutters. "It can be built
up as an exact science by the reasoner. Our
highest assurance of the goodness of Providence seems to me to rest in the flowers. All
other things, our powers, our desires, our
food, are all really necessary for our existence
in the first instance. But this rose is an extra.
Its smell and its color are an embellishment
of life, not a condition of it. It is only goodness
which gives extras, and so I say again that we
have much to hope from the flowers.”
― Arthur Conan Doyle, The Naval Treaty
We Educate for Excellence……….
Empowering all students to achieve their educational goals, to direct their lives and to contribute to society.
Let’s Cut to the Core….
Key Instructional Shifts of the Common Core Standards
English Language Arts/Literacy-Close Reading
The Common Core State standards for reading strongly focus on students gathering evidence from close reading of text. In fact, “Eighty
to ninety percent of the Reading standards in each grade require text dependent analysis.” (Achieve the Core) Close reading, as opposed
to “cloze reading” asks students to examine, in detail the vocabulary, critical ideas, and meaning from required text selections. Close
reading is not dependent on prior knowledge of the topic or life experience with the subject matter. Instead, students are asked to elicit
meaning from the words, sentences, and ideas put forth in the author’s writing. Close reading demands careful comprehension of the
piece the students are studying. Students examine the document deeply, inferring meaning and finding the details and evidence that support a “claim” or answer to a question. Close reading is accomplished through the use of text dependent questioning. Text dependent
questions guide students in extracting meaning from what they read. The teacher assists students, guiding them to explore specific
words, details, and arguments within the text. The focus shifts from literal to inferential thinking as students examine the impact of these
specifics on the text as a whole. As students examine target academic vocabulary and specific sentence structure they gain a deep comprehension of the material set before them. Following are steps that can serve as a guide for creating text dependent questions (Achieve
the Core).
1. Identify the Core Understanding and Key Ideas of the Text: Teachers should start by identifying the key insights they want students to
understand from the text; keeping an eye on the major points being made is crucial for fashioning an overarching set of successful
questions and critical for creating an appropriate culminating assignment.
2. Start Small to Build Confidence: The opening questions should be ones that help orientate students to the text and are specific
enough for them to answer so that they gain confidence to tackle more difficult questions later on.
3. Target Vocabulary and Text Structure: Locate key text structures and the most powerful academic words in the text that are connected to the key ideas and understandings, and craft questions that illuminate these connections.
4. Tackle Tough Sections Head On: Find the sections of the text that will present the greatest difficulty and craft questions that support
students in mastering these sections (these could be sections with difficult syntax, particularly dense information, and tricky transitions or places that offer a variety of possible inferences.
5. Create Coherent Sequences of Text Dependent Questions: The sequence of questions should not be random but should build toward
more coherent understanding and analysis to ensure that students learn to stay focused on the text to bring them to a gradual understanding of its meaning.
6. Identify the Standards Being Addressed: Take stock of what standards are being addressed in the series of questions and decide if
any other standards are suited to being a focus for this text.
7. Create the Culminating Assessment: Develop a culminating activity around the key ideas or understandings identified earlier that reflects (a) mastery of one or more of the standards, (b) involves writing, and (c) is structured to be completed by students independently.
The emphasis on close reading goes beyond English/Language Arts. Non-fiction reading of primary source documents is required in
social studies, science, math and other technical subjects. Go to Engageny.org for some valuable lesson plans and templates for close
reading/text dependent questions, lesson plans, and videos of teachers instructing students.
Academic Services Coming to a School
Near You In the New Year!
Intervention of the Week:
Common Core Resources:
Check these out!!
PK-5- Balancing informational text and literature
Grade 5 Close Reading Lesson
Grade 7-8 Close Reading-Letters from Birmingham Jail
High School Close Reading—The Gettysburg Address
1/9/13: Parkside Math-8:00-8:30
1/11/13: Grade 1 Standards Work Session: /BOE 8-3:30
1/14/13: High School Guidance Credit Flex Meeting
1/15/13: WHS English-7:15-7:45
1/15/13: Parkside Social Studies-8-8:30
1/16/13: LBMS Social Studies-8:00-8:30
1/16/13: Gr. 2 Standards Work Session: BOE 8:30-3:30