Welcome to
CKEC’s
ELA Network
Meeting
November 29, 2012
1
Our Facilitators
• Les Burns, Program Chair of English Education,
University of Kentucky
• Kelly Clark, Secondary Literacy Consultant,
KDE
• Marci Haydon, Instructional Coach, Old
Kentucky Home Middle School, Nelson County
• Lisa King, Literacy Consultant, CKSEC
• Kelly Philbeck, ELA Network Specialist, CKEC
2
Ask
Questions &
Engage Fully
Open your mind
to diverse views
Utilize your
learning
Rule of two feet.
Please silence cell phones.
Return from breaks promptly.
2012-13 Teacher Leader
Network Target
I can use careful planning to
improve instruction in order
to become an effective
teacher and leader.
Learning Targets
• I can use careful planning to improve
instruction in order to be a more effective
teacher and leader.
• I can use careful planning to ask quality
questions in classroom discussions.
• I can use careful planning to write
assessment questions congruent to my
content standards.
5
A Few Housekeeping Items
6
Meeting Materials are on
www.kellyphilbeck.com
7
R-Group Space
• Introduction to R-Group Space
• Explanation of Features
• Consent Forms
• If you are interested in joining R-Group
Space, please turn your consent forms in
to Kelly Philbeck by the end of our lunch
break.
8
Text Complexity
Raising Rigor in Reading
•
•
•
•
Text Complexity
Quantitative Measures
Qualitative Measures
Matching Readers to
Texts
• Close Reading
9
Today’s Theme:
Questioning
Instructional Toolkit
KCAS
CHETL
TPGES
LDC
EFFECTIVE
INSTRUCTION
10
Questioning as an
Effective Instructional Tool
Questioning:
• Promotes effective classroom discussions,
both formal and informal
• Promotes higher order thinking and
deeper understanding
• Engages inquiry skills
• Requires students to formulate higher
order questions
• Promotes mastery of standards/learning 11
targets
Questioning
and
Discussion
Techniques
Presented by:
Les Burns
12
Model Texts by Grade Level
K-1
Stella Luna by Nell Cannon
Read aloud to students
Hanging with Fruit Bats
Read aloud to students
2-3
A Field Trip to Remember
Ostriches
4-5
Up to My Neck in Trouble
The Bottlenose Dolphin
6-8
--Childhood
--Shimmel Shine
--Boar Out There and News
Article
--Ain’t I a Woman
--How People Help Nature in Oil
Spills
9-10
Everything Else Falls Away, Lee Intuition mind map and 2nd stanza
Smith
“Intuition” by Jewel
11-12 Jonathon Harker’s Journal,
(Dracula “5 May” or Chapter 2)
Gut Almighty
13
Using What’s There
• Review the texts you are teaching, and identify:
– What skills do my students have to learn/practice
in order to understand and perform?
– What techniques, concepts, or conventions (form,
plot, sequence, dialogue, text cues, symbols,
vocabulary, etc.) are present in the text in ways
that make them worth highlighting?
• How do the KCAS standards and learning targets
14
reflect these possible instructional goals?
What Really Matters?
(To Students)
(A Note about Comprehension and Accountability
Questions)
• Generative Topics
– (Thematic Statements are richer)
• Essential Questions
– Vehicles that drive teaching and learning
tasks.
• Offer rich ideas to frame inquiry, discussion,
writing/thinking, and assessment.
• Allow multiple “correct” responses supported by
evidence from texts and real life.
15
Questions, Instruction, and
Assessment
• Scaffolding to support student success
• Logical Sequencing
• Positioning students are “primary knowers”
• Empowering students to participate
• Focusing instruction
• Only assess what you actually taught!
– Teaching means more than telling. Don’t forget modeling,
practice, application, and discussion. (See CHETL)
16
“Levels” of Questioning
Bloom’s Taxonomy
17
Bloom’s Taxonomy
Re-Visited
18
Discussion Techniques
•
•
•
•
•
•
•
Lecture
Recitation
QAR (Question-Answer-Response)
Socratic Seminar
Literature Circle
“Fish Bowl”
Other?
– What is the teacher’s role?
19
Discussion Techniques – What
are the Teacher’s Roles?
• “Lead Student”
– (Facilitator, Coach,
Referee, Judge,
Moderator)
– Rough-draft and finaldraft talk
• Re-voice and Probe
• Model
• Prompt
• Expand
• Connect
• Explain
• Clarify
20
CHETL Connections
• Learning Climate
1. Creates learning environments where students are active
participants as individuals and as members of collaborative
groups
2. Effectively allocates time for students to engage in hands-on
experiences, discuss and process content and make
meaningful connections
• Assessment and Reflection
1. Uncovers students’ prior understanding of the concepts to be
addressed and addresses students’ misconceptions/incomplete
conceptions
2. Provides adequate modeling to make clear the expectations for
quality performance
3. Allows students to use feedback to improve their work before a
21
grade is assigned
CHETL Connections
• Rigor and Engagement
1. Teacher orchestrates effective classroom discussions,
questioning, and learning tasks that promote higher-order
thinking skills.
2. Teacher provides meaningful learning opportunities for
students.
3. Teacher challenges students to think deeply about problems
and encourages/models a variety of approaches to a solution.
4. Teacher clarifies and shares with students learning
intentions/targets and criteria for success.
22
CHETL Connections
• Relevance
1. Teacher links concepts and key ideas to students’ prior
experiences and understandings , uses multiple
representations, examples and explanations. Students’ funds
of knowledge.
2. Teacher incorporates student experiences, interests and reallife situations in instruction.
3. Students must identify these for themselves, not have them
assumed or dictated by teachers.
4. Student develops descriptions, explanation, predictions, and
models using evidence.
23
Questioning
Workshop
9:30-10:30
24
Model Texts by Grade Level
K-1
Stella Luna by Nell Cannon
Read aloud to students
Hanging with Fruit Bats
Read aloud to students
2-3
A Field Trip to Remember
Ostriches
4-5
Up to My Neck in Trouble
The Bottlenose Dolphin
6-8
--Childhood
--Shimmel Shine
--Boar Out There and News
Article
--Ain’t I a Woman
--How People Help Nature in Oil
Spills
9-10
Everything Else Falls Away, Lee Intuition mind map and 2nd stanza
Smith
“Intuition” by Jewel
11-12 Jonathon Harker’s Journal,
(Dracula “5 May” or Chapter 2)
Gut Almighty
25
Model Texts
• Read the grade-level model text handout at your table.
• On your own or with a partner, identify 1-2 standards or
learning targets from the KCAS that you would teach
using this text.
• Standard/Target 1:
• Standard/Target 2:
26
Think About Your Generative
Topics and Essential Questions
• Based on what you read, identify 1-the standards/targets
you chose to use, identify 1-2 Generative Topics or
Essential Questions you would use to frame your
lessons and students’ activity (especially their
discussions)
• Do They…..
– Promote rigorous study?
– Relate to real-life?
– Reflect personal, social, cultural, and global
concerns of the students?
– Engage students?
27
Creating and Sequencing
Generative Questions
• Identify at least 5 questions you feel are
MOST important to ask in relation to ONE
of the texts you read for your grade level.
– Make sure the questions are clearly aligned with the
standards/targets you planned to assess.
– Create questions that span or blend the “levels” of Bloom’s
Taxonomy.
• Be prepared to explain the type of each question.
– Sequence your 5 questions to support your students’ gradual
understanding of the topics, questions, and targets required for
participation and success.
• Be prepared to explain why you chose your sequence, and whether/why it
could be changed.
28
Questions and Assessment
• Identify 1-3 summative assessments you
might use at either the lesson or unit-level
to determine students’ attainment of the
standard/target.
– If you did not ask the question and study it
explicitly, DO NOT assess it.
• Invalid and Unreliable
– Only assess what is taught and practiced during
formative learning tasks.
29
Break Time!
10:30-10:40
30
Raising Rigor
by Increasing
Text
Complexity
Presented by:
Lisa King
Have a Discussion
• What are your thoughts
about text complexity?
Students whoin
are CCR
CCR
Reading,
Students
who are
Students
who are
CCR in Reading,
and
Listening
Writing,
Speaking
and Listening
“Read like a detective,
write like a reporter.”
Why Challenging Texts?
• Intellectually challenging classroom
activity correlates to reading
comprehension gains (Rowan and
Correnti, 2009)
• Best predictor of Literacy gains: Amount of
reading challenging text (ACT,2006)
The Language in the Standards
Text difficulty is not
the real issue.
Instruction is.
People who are
undernourished need good
food. Readers who are
undernourished need good
books.
How Do We Scaffold Students
in the Classroom?
• Rigorous and Complex Text
• Increased Stamina
• Text Dependent Questions
In order to Scaffold….
• Teachers must anticipate
miscomprehension: to head it
off, to be vigilant about it, and
to be responsive to the
problem
Scaffolding Strategies
•
•
•
•
•
•
•
Activate prior knowledge
Showing examples
Modeling process
Graphic organizers
Preteaching vocabulary
Questioning
Providing feedback
It’s
It’s OK!
OK
Let’s Read Complex Text
Making Complex Text
Accessible
Have a Discussion……
• How has your thinking changed about
complex text since the beginning of the
session?
Designing
Congruent
Assessments:
Using Text
Dependent
Questions
Presented by:
Kelly Philbeck
46
We started
“digging our
post-hole” for
addressing the
KCAS
Reading/Writing
Standards by
learning how to
identify
complex text
Now our posthole must get
deeper in order
to teach our
students to
expectation
level of the
standards
Heavy duty
strategies are
needed to
accomplish this
CLOSE
READING AND
TEXT
DEPENDENT
QUESTIONS
Close Reading/Text
Dependent Questions
What Skills?
• LDC Instructional Ladder
–Reading Process
• (Skills Cluster 2)
48
Label each
question with
appropriate
standard/target
Progressions
Make meaning of
the standard
referenced.
Deconstructions
CCR Standards/SMP
Does each
question capture
the intent of the
standard/target
labeled?
Rigor–
DOK/Bloom’s
Content–
Vocabulary &
Interpretation
Artifact(s)
Observation
Students engage in
content at appropriate level
DOK?
Verbs/Bloom’s
Artifact(s)
Artifact(s):
assessment,
lesson plan,
activity, etc.
Standard(s)?
Target(s)?
Standard consistent vocabulary?
Artifact(s)
The CCSS Requires Three Shifts in
ELA/Literacy
1. Building knowledge through contentrich non-fiction
2. Reading, writing and speaking grounded
in evidence from text, both literary and
informational
3. Regular practice with complex text and
its academic language
52
What is Close Reading?
Methodical investigation of a complex text
through…
– Answering text-dependent questions
– Unpacking the text’s meaning
– Directing students to:
•
•
•
•
•
examine and analyze text at a deep level of critical thinking
focus on word/sentence meaning
focus on development of events and ideas
extract evidence from the text
make non-trivial inferences based on what they have read
Elements of Close Reading
Instruction
Instruction should…
• Focus on words, sentences, paragraphs that
pose the biggest challenge to confidence,
comprehension, and stamina
• Ask text dependent questions that require
students to closely examine the text
• Ask students to make inferences based on
evidence beyond what is explicitly stated
• Pay close attention to a variety of text
structures
Close Reading and the CCSS
• Anchor Standards for Reading
– Prioritize close reading skills of:
•
•
•
•
•
Extracting evidence (Standard 1)
Making inferences (Standard 1)
Reading complex text (Standard 10)
Determining central idea/theme (Standard 2)
Building knowledge by comparing two or more texts
(Standard 9)
• Citing evidence to support conclusions (1 & 10)
Key Shift in CCSS
A
Text
Dependent
Approach
Read Alice in Wonderland
Excerpt
57
Text Dependent Questions and
CCSS
• Determine ideas or themes and analyze their development(Standard 2)
• Summarize key supporting details and ideas (Standard 2)
• Analyze how and why individuals, events, and ideas develop and
interact (Standard 3)
• Analyze how specific word choices shape meaning or tone (Standard 4)
• Interpret technical, connotative, and figurative meanings of words and
phrases (Standard 4)
• Analyze how two or more texts address similar themes or topics
(Standard 9)
• Assess how point of view or purpose shapes the content and style
(Standard 6)
• Integrate and evaluate content presented in diverse media and formats
(Standard 7)
• Assess the validity of the reasoning (Standard 8)
• Assess the relevance and sufficiency of the evidence (Standard 8)
58
Text Dependent Questions
Characteristics:
– Questions must originate from the text itself
– Questions focus on a word, sentence,
paragraph(s)
– Open, not leading questions
– Provide learning opportunity for students
– Require thought/discussion about the question
(no right answer immediately provided)
– Cause students to linger over portions of the text,
looking for specific answers, not just “getting the
gist”
59
Text-Dependent Questions are
not…
• Low-level, literal, or recall
questions
• Focused on comprehension
strategies
• Just questions…
60
Non-Text Dependent
Questions
Examples from Alice in Wonderland:
•Are books without pictures or
conversations useful?
•How would you react if you saw a talking
rabbit?
•Would Alice have followed the rabbit down
the hole if she had not seen it look at a
watch?
•What do you know about Lewis Carroll?
61
Text Dependent Questions
• What kind of books does Alice find useful?
• How did Alice react when she saw a
talking rabbit?
• Why did Alice follow the rabbit down the
hole?
• What does the reader know about the
rabbit?
62
Text Dependent Questions
Level of Text
Specificity
Word/Phrase
Sentence
Paragraph
CCSS Anchor Standard Text Dependent
Close Reading Skill
Question
Why wasn’t Alice
Analyze how specific
“burning with curiosity”
word choices shape tone when she initially saw
(Standard 4)
the rabbit? What events
led her to feeling this
way?
In the opening
Assess how point of view paragraph, Alice states
shapes content
“what is the use of a
(Standard 6)
book…without pictures
or conversation?” What
does that sentence
reveal about her?
Summarize key
supporting details
(Standard 2)
What does Alice observe
about the rabbit in the 63
third paragraph?
•
•
•
•
•
•
•
•
•
Framing Text Dependent
Why did the author choose a Questions
particular word?
Analyze the impact of syntax of a sentence
Collect evidence
Test comprehension of key ideas/arguments
Analyze how portions of the text relate to each
other and the whole
Look for pivot points in a paragraph
Track down patterns in a text
Notice what is missing or understood
Investigate beginnings and endings of a text
Writing Text Dependent
Questions
• Practice with…
– The author’s note from “Letter from a
Birmingham Jail”
OR
– Hanging with Bats
Guidelines for Creating
Text-Dependent Questions
Step One: Identify the core understandings and key ideas of the text.
(with standards/learning targets in mind)
Step Two: Start small to build confidence.
Step Three: Target vocabulary and text structure.
Step Four: Tackle tough sections head-on.
Step Five: Create coherent sequences of text-dependent questions.
Step Six: Identify the standards that are being addressed.
Step Seven: Create the culminating assessment.
66
66
Time for Lunch!
• Enjoy your lunch!
• Questioning Video Menu
• Talk with Colleagues
• Share Ideas
Lunch: 11:45-12:30
67
Practice Answering Text
Dependent Questions
• Read:
– Lincoln’s “Gettysburg Address”
Practice Answering Text
Dependent Questions
• Reread the first sentence of the text:
According to the text…
– What does Lincoln mean by “four score and
seven years ago”?
– Who are “our fathers”?
– According to the text, what does conceived
mean?
– What does proposition mean?
Practice Answering Text
Dependent Questions
• Look carefully at Lincoln’s speech:
–Which verb does he use the most?
Circle the verb each time it appears
in the text.
Practice Answering Text
Dependent Questions
• What does the word “dedicate” mean in
the first two times Lincoln uses it?
• What other verb is closely linked to it the
first two times it appears? Explain the
reason for this pairing.
• How is “dedicate” used the next two times
and how does it relate to the word
consecrate?
• Who is now doing the dedicating?
Practice Answering Text
Dependent Questions
• How does Lincoln use “dedicate” the final
two times?
• How does it relate to devotion?
Practice Answering Text
Dependent Questions
• Lincoln never mentions the word “union”
over the course of the speech, instead
repeatedly refers to the “nation” instead.
What is the effect of selecting this word
instead of the other?
Practice Answering Text
Dependent Questions
• What is another word one might expect
Lincoln to use in a speech during the Civil
War that does not appear in the speech?
• What is the effect of it not being
mentioned?
Find 3 changes that Lincoln made between the first and
final versions of his Gettysburg Address and explain the
impact on the meaning and/or tone of the speech.
First Draft or ”Nicolay”
version
Final Draft or “Bliss” version
“to dedicate a portion of it”
“to dedicate a portion of that field”
“This we may, in all propriety do.”
“It is altogether fitting and proper that we
should do this.”
“have hallowed it”
“have consecrated it”
“while it can never forget what they did
here”
“but it can never forget what they did
here”
“It is rather for us, the living, we here be
dedicated”
“It is for us the living, rather, to be
dedicated.”
“that the nation, shall have a new birth of
freedom”
“that this nation, under God, shall have a
new birth of freedom”
Sources
• Text Dependent Questions and the CCSS
The Aspen Institute, 2012
• www.achievethecore.org
– Common Core Unit: A Close Reading of
Lincoln’s Gettysburg Address
Text
Dependent
Questioning
Workshop
12:30-2:00
77
TDQ Break-Out Rooms
• Elementary School with Lisa in the
Main Room
• Middle School with Marci in the Classroom
• High School with Les and Kelly Clark at
the Hallway Tables
78
Break-Out
Sessions
2:00-3:00
79
Break Out Sessions
• LDC Module or Questioning Work Time
Main Room with Les and Lisa
• New to LDC
Classroom with Marci and Kelly Clark
• Digging Deeper into Questioning
Hallway Tables with Kelly Philbeck
80
Innovation
Configuration
Maps/CHETL
Presented by Kelly Clark
81
Innovation Configuration
Maps
• An instrument used to
define and measure
implementation of a
new program or
practice
Hall and Hord, (2011). Implementing Change: Patterns, Principles, and Potholes. Boston: Allyn and Bacon
82
Innovation Configuration Map…
• Clarifies what a new program is or isn’t
• Defines “quality” clearly—what practices
look like in use or in operation
• Indicates the degree to which the
innovation is being implemented
• Informs how to best assist and support
educator’s successful use of new practices
83
Innovation Configuration Map…
• Provides a blueprint for learning,
planning, and resources required for
implementation
• Determines significant factors that ensure
successful implementation of the
innovation to increase student
achievement
• Provides a consistent guide to how
districts begin and continue efforts to
implement the standards
84
Innovation Configuration Map Conventions
PILLAR—LEADERSHIP
CENTRAL OFFICE STAFF
Component 1: Develops strategic structures and processes for the effective implementation of the pillars (CHETL, Standards, Leadership, and Assessment
Literacy) in all schools.
Level One


Designs a
schedule for
strategic use of
time that
Level
One: 
includes
Idealclearly
identified goals
Provides time
for learning
teams to work,
while focusing
on district goals
related to
CHETL
Level Two
Designs a plan
that provide time
with clearly
identified goals;
Allows learning
teams to work,
monitoring that
time is used
effectively to
address district
goals related to
CHETL
Level Three
•Recognizes that time
for effective
implementation is
critical and develops a
plan to provide time for
teams to work on
CHETL, Assessment
Literacy, and KCAS.
Level Four

Recognizes the need
for time for
effective
implementation but
does not develop a
plan for providing
time
Level Five

Continuum of Behaviors
Level Six
Has not
addressed
providing time
for
implementation
of CHETL,
Assessment
Literacy, and
KCAS.
85
IC Map Conventions
1. An IC map describes behaviors for a specific
group—Central Office staff [principals, teachers,
etc.]
2. The component describes major outcomes for
Central Office related to implementation of a
CCSS pillar.
3. “Ideal” or high-quality implementation appears
on left-hand side—Level One.
4. The continuum of behaviors describes
implementation variations from “Ideal—Level
One” to “Not Yet Begun—Level Five/Six”
5. The number of levels can differ for each
component. Some components might have 3
levels others 6.
86
Putting the
Pieces
Together
87
Questioning & TPGES
DRAFT
Domain 3: Instruction
Component b: Questioning and Discussion
Techniques
TPGES



Accomplished
Although the teacher may use
some low-level questions, he or
she asks the students questions
designed to promote thinking
and understanding.
Teacher creates a genuine
discussion among students,
providing adequate time for
students to respond and stepping
aside when appropriate.
Teacher successfully engages
most students in the discussion,
employing a range of strategies
to ensure that most students are
heard.
•
•
•
•
•
•
Teacher uses open-ended
questions, inviting students to
think and/or offer multiple possible
answers.
The teacher makes effective use
of wait time.
The teacher effectively builds on
student responses to questions.
Discussions enable students to
talk to one another without
ongoing mediation by the teacher.
The teacher calls on most
students, even those who don’t
initially volunteer.
Many students actively engage
in the discussion.
89
TPGES
Exemplary
• Teacher uses a variety or
series of questions or prompts
to challenge students
cognitively, advance highlevel thinking and discourse,
and promote metacognition.
• Students formulate many
questions, initiate topics, and
make unsolicited
contributions.
• Students themselves ensure
that all voices are heard in
the discussion.
• In addition to the
characteristics of
“accomplished”:
– Students initiate higherorder questions.
– Students extend the
discussion, enriching it.
– Students invite comments
from their classmates
during a discussion.
90
Next Steps
• Our next meeting is January 31st
• Bring binders and all of today’s handouts,
as well as a semi-complete module.
• Read Chapter 5 in Text Complexity book
• If you have lingering questions, post to
the parking lot or email me at
kelly.philbeck@education.ky.gov
• Please complete your evaluation
before you leave.
Thank You
for Your Time!
92