DEEPENING AWARENESS
OF COMMON CORE
September 26th
CLASSROOM CONNECTION
What Makes a Great Teacher
Video
What can you see about yourself in
this video?
What are you doing differently in
your classroom because of what
you have learned about Common
Core?
CLASSROOM CONNECTION
Think about your Deliberate Practice Plan.
Which component do you want to increase?
How do the changes you need to make relate
to Common Core?
AGENDA
Objectives
Review Close Reading/Rereading Text
Literacy Strategy: Text Dependent Questions
Video Examples of Text Dependent Questions
Common Core/VSET Connection 1A
Strategy Practice
Extended Learning Options
Exit slip: 3-2-1
OBJECTIVES
Teachers will be able to:
Gain a deeper understanding of what
the close reading strategy looks like
Understand the importance of making
students support their responses with
the text
OBJECTIVES
Teachers will be able to:
See connections between requirements
for VSET and for Common Core
Write text-dependent questions for
reading materials related to their courses
ANCHOR LITERACY STRATEGY REVIEW:
CLOSE READING AND REREADING
Reading and rereading multiple times, each time
with a different purpose and focus
Breaking text into smaller segments
Get beyond “surface” reading or skimming
Formulate questions and seek answers to the
questions while reading
THIS SESSION’S STRATEGY
Ask text dependent questions
from a range of question types.
What does this mean
for my content area(s)?
THE SHIFT TO TEXT-DEPENDENT QUESTIONS
TEXT-DEPENDENT QUESTIONS
•
•
All discussion is not created equal.
•
It is easier to talk about our experiences
than to analyze the text—especially for
students reluctant to engage with reading.
We must ask students to spend more
instructional time inside text.
TEXT-DEPENDENT QUESTIONS ARE NOT:
•
•
•
Low-level
Recall
Just questions…
TEXT-DEPENDENT QUESTIONS
• Can only be answered with evidence from
the text.
• Can be literal (checking for understanding),
but must also involve analysis, synthesis,
evaluation.
TEXT-DEPENDENT QUESTIONS
• Focus on word, sentence, and paragraph, as well as
larger ideas, themes, or events.
• Focus on difficult portions of text in order to
enhance reading proficiency.
• Can also include prompts for
writing and discussion questions.
3 TYPES OF TEXT-DEPENDENT ?S
When 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
Not Text-Dependent
In “Casey at the Bat,” Casey strikes out.
Describe a time when you failed at something.
Text-Dependent
What makes Casey’s
experiences at bat
humorous?
Not Text-Dependent
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.
Text-Dependent
What can you infer from King’s letter
about the letter that he received?
Not Text-Dependent
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?
Text-Dependent
“The Gettysburg Address” mentions the year 1776.
According to Lincoln’s speech, why is this year
significant to the events described in the speech?
CREATING TEXT-DEPENDENT QUESTIONS
1. Identify text’s core understandings & key ideas.
2. Start small to build students’ confidence.
3. Target vocabulary and text structure.
4. Tackle tough sections head-on.
5. Create coherent sequences of TDQs.
6. Identify the standards that are being addressed.
7. Create the culminating assessment.
CORE UNDERSTANDING
• Crucial for creating an
overarching set of successful
questions
• Critical for creating an
appropriate culminating
assignment
VOCABULARY
•
Which words should be the
focus?
• Essential to understanding text
• Likely to appear in future reading
• More abstract words
• Words which are part of
semantic word family
SYNTAX QUESTION EXAMPLE
Who are the members of the wolf pack? How
many wolves are in the pack? To answer this, pay
close attention to the use of commas and semicolons in the last paragraph on pg. 377. The semicolons separate or list each member in the pack.
STRUCTURAL QUESTIONS
Consider the features that point students’ attention
to text features that enhance understanding
• section headers
• captions
• illustrations
STRUCTURAL QUESTION EXAMPLE
“Look at the
illustrations on page 31.
Why did the illustrator
include details like the
power outlets in the
walls?”
STRUCTURAL QUESTION EXAMPLE
“Dillard is careful to place opposing
descriptions of the natural and manmade side-by-side. How does this
placement fit with or challenge what
we have already read? Why might
she have chosen this point in the
text for these descriptions?”
CULMINATING TASKS
•
Questions should scaffold students toward
successfully completing the culminating task.
•
“The title of this selection is Because of WinnDixie. Using answers from our questions and
discussion, explain why this is an appropriate
title. Cite evidence from the text for each
part of your answer.”
FINAL THOUGHTS
ON TEXT-DEPENDENT QUESTIONS
• There is no one right way.
• Providing for the differing needs of students
means providing and scaffolding supports
differentially—not asking easier questions or
substituting simpler text.
SAMPLE VIDEOS—ELEMENTARY
 Grade 5, Close Reading:
‘The Making of a Scientist’
(15 min)
 Grade 4, Socratic
Seminar on M.C.
Escher (7 min)
 Grade 2, Finding Evidence:
‘The Wonders of Nature’
(15 min)
SAMPLE VIDEOS—SECONDARY
Grade 8,The Declaration of
Independence (14 min)
Grade 9, Symbolism in
“The Lottery” (16 min)
VSET CONNECTION 1A
DEMONSTRATING KNOWLEDGE
OF CONTENT AND PEDAGOGY
Does the teacher organize content that
builds upon previous information, thereby
scaffolding essential critical information
present in the course standards?
Is the teacher identifying information
which is essential to unpacking the
standard for the students?
VSET CONNECTION 1A
DEMONSTRATING KNOWLEDGE
OF CONTENT AND PEDAGOGY
Are the connections between
common critical elements being
made?
Do the activities and strategies used
to transform the content into
manageable pieces yield their
intended results in terms of ensuring
mastery of the standards?
ACTIVITY: CREATE AND EVALUATE
TEXT-DEPENDENT QUESTIONS
ACTIVITY: CREATE AND EVALUATE
TEXT-DEPENDENT QUESTIONS
1. Using your Guide for Creating Text-Dependent
Questions handout, divide steps 1-4 amongst
the group.
2. Take out the sample text.
3. Read the text with your step in mind.
4. Create 1-2 questions.
5. Use the Checklist for Evaluating Question
Quality to analyze your group’s questions.
3-2-1 EXIT SLIP
3 things you learned about TDQs
2 ways you can incorporate TDQs
into your classroom next week
1 thing you think will challenge
your students about TDQs
EXTENDED LEARNING OPTIONS: WEBINAR
To access the follow-up webinar referenced
during last month’s training:
1. Log into VIMS
2. On the front page, locate the box entitled
“Early Release Follow-up Optional Webinars”
3. Click on appropriate webinar link
4. You can also access this webinar through
MyPGS on the CCSS Online Help tab
EXTENDED LEARNING OPTIONS:
ACTION RESEARCH
 Information on the optional Action Research
Project available for use with Deliberate
Practice Plans can be found in the same two
sites
Click on: Optional Extended Learning Activities
Document or Optional Action Research Project
EXTENDED LEARNING OPTIONS:
EARNING INSERVICE POINTS
Keep your work in a folder.
End of 3rd 9 weeks: Common
Core Contacts request work
folders, review them for
completion of activities, and
determine points.
Individuals can receive partial
points.